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- W304897239 abstract "This paper examines selected Australian studies and studies produced in other countries on gender research of classroom interaction between students and their teachers. The results, deficiencies in methodology, selective reporting of data, and the policies based on the research are highlighted. To substantiate a request for more complex and scientifically-based research, rather than the relatively simplistic but politically-appealing sex difference approach, an analysis of verbal interactions involving 113 students in 24 science classes for year 8 in Brisbane, Australia was conducted. The interactive categories for teachers included organization, behavior, and task; initiation and response were used for students. Superficial analysis of the data included a bias in favor of male students, but a detailed analysis indicated that the interaction patterns of female students were not significantly different from those of the male students. The differences that did exist can be explained by the activities of particular subgroups of both male and female students. The conclusion was that certain individuals receive more attention, and therefore, both male and female students were being disadvantaged. Tables and a 46-item bibliography are included. (DJC) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. * *********************************************************************** GENDER RESEARCH IN CLASSROOMS: SCIENTIFIC OR POLITICAL? John A. 9larke and Barry C. Dart Department of Psychology Kelvin Grove Campus Brisbane College of Advanced Education" @default.
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- W304897239 date "1987-12-01" @default.
- W304897239 modified "2023-09-27" @default.
- W304897239 title "Gender Research in Classrooms: Scientific or Political?." @default.
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