Gender Differences in Teacher-pupil Interaction in Classroom Teaching: Elementary classes multiple-case study.

• Main Authors: Pan, Chi-Huang, 潘志煌
• Other Authors: Chien Hong-Chu
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/25122877640840058999

碩士 === 國立新竹師範學院 === 國民教育研究所 === 85 === The main purpore of this study was to research into gender differences in teacher-pupil inetraction in classroom teaching and to explore the factors that affected such differences. Multiple-case design with nonpartipant- observationand interview was employed to collect data from four classes in one elementaryschool, of wich two were taught reading and mathematics by two male homeroom teachers and the other two were taught by two female homeroom teachers. Data analysis revealed the following findings: 1. Both of the two male teachers were found having more verbal interaction with boys than with girls in mathematics class; however, in reading class one of the male teacher was found having more verbal interaction with girls and the other was found having more verbal interaction with boys. 2. Both of the two female teachers did have more verbal inetraction with boys than with girls in either mathematics or reading class. 3. The two male teachers were found different in their nonverbal interaction with pupils in either mathematics or reading class. one of them gave more encouragement to girls but more punishment to boys, but the other gave more encouragement and also more punishment to boys. Both of the two female teachers were found gaving more encouragement and more punishment to boys than to girls. 4. On pupils'''''''' verbal interaction with teachers or peers in either mathematics or reading class, girls were found doing more" spontaneous talking" than boysin one of the two male teachers'''''''' classes; however, in the other three teachers'''''''' classes, boys did more"spontaneous talking". The results also indicated that, in all of the four teachers'''''''' classes, boys did more"interrupting talking" than girls, boys and girls, were found doing more" negative peers'''''''' dialogues" than"positive peers'''''''' dialogues. 5. Four factors that affected gender differences in teacher- pupil interaction in classroom teaching were found to be (1)teacher''''''''s belief of teaching, (2)teacher''''''''s behavioral responses to pupils'''''''' learning activity participation, (3)learning behaviors of students, (4)the interaction of peers'''''''' dialogues. Based on these research findings, several suggestions concerning the education for gender equity were proposed. Keywords: teacher-pupil interaction, gender differences, classroom teaching, reading, mathematics, case study.