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Myhill Debra (2002). « Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching ». British Educational Research Journal, vol. 28, n° 3, p. 339–352. En ligne : <http://ejournals.ebsco. ... ?ContributionID=2232922>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:38 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Myhill2002
Categories: General
Keywords: genre
Creators: Myhill
Collection: British Educational Research Journal
Views: 381/687
Views index: 9%
Popularity index: 2.25%
URLs     http://ejournals.e ... ributionID=2232922
Abstract     
The article describes the findings of a cross-phase study into boys' underachievement which investigated patterns of classroom interaction by boys and girls. The data illustrate how underachievers, of either gender, are the least likely group to be participating positively in the classroom and most likely to be engaged in off-task interactions. The underachieving boys' reluctance to participate emerges in year 1, but by year 4 the underachieving girl is behaving in the same way. To a lesser extent, the older high-achieving boy begins to exhibit similar interaction patterns to the underachievers. By contrast, the high-achieving girl remains consistently actively participant and on-task. The article questions the extent to which whole class teaching is benefiting the learning experience of underachievers and challenges the current tendency to construct underachievement in terms of gender.
Added by: Marie Gaussel  
wikindx 4.1.9 ©2013 | Total resources: 8749 | Database queries: 52 | Script execution: 0.30694 secs | Style: VST pour affichage | Bibliography: WIKINDX Master Bibliography
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