A Meta-Analytic Perspective on Sex Equity in the Classroom

This meta-analysis examines patterns of sex differences in teacher-initiated teacher–student interactions. While extensive research has examined factors that influence student evaluations of effective and ineffective teachers, this study examines whether teacher-initiated interactions with students, such as praising or blaming, vary as a function of student sex. After a careful examination of 127 empirical studies, 32 studies were retained for the meta-analysis. The studies were coded for positive, negative, and total interactions. The results suggest that teachers initiate more overall interactions and more negative interactions, but not more positive interactions, with male students than with female students.

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The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions

Review of Educational Research ◽

10.3102/0034654317743200 ◽

2017 ◽

Vol 88 (1) ◽

pp. 125-164 ◽

Cited By ~ 17

Author(s):

Loren Vandenbroucke ◽

Jantine Spilt ◽

Karine Verschueren ◽

Claire Piccinin ◽

Dieter Baeyens

Keyword(s):

Executive Functions ◽

Cognitive Processes ◽

Classroom Environment ◽

Meta Analysis ◽

Student Interactions ◽

Developmental Context ◽

Teacher Student ◽

Teacher Student Interactions ◽

Environmental Stimulation ◽

Goal Directed Behavior

Executive functions (EFs), important cognitive processes that enable goal-directed behavior, develop due to maturation and environmental stimulation. The current study systematically reviews and synthesizes evidence on the association between teacher–student interactions and EFs. The search resulted in 28 studies, from which 23 studies provided sufficient data to be included in the calculations. Overall effect sizes indicate that teacher–child interactions are related to general executive functioning, working memory, and inhibition but not cognitive flexibility. Relationships were stronger for studies including children at the beginning of elementary school, studies with higher socioeconomic status participants and more boys, and studies measuring teacher–child interactions at the dyadic level. This study shows that qualitative teacher–child interactions are important for performance in EFs in children. This suggests that teachers can promote the cognitive processes that are essential in children’s learning by changing their behavior to create an emotionally positive, structured, and cognitively stimulating classroom environment.

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Inquiry into Gendered Teacher-Student Classroom Interactions

Pakistan Journal of Education ◽

10.30971/pje.v35i2.543 ◽

2018 ◽

Vol 35 (2) ◽

Author(s):

Rana Malik ◽

Nayab Javed ◽

Muhammad Dilshad

Keyword(s):

Observational Research ◽

Student Interactions ◽

Male And Female ◽

Female Teachers ◽

Teacher Student ◽

Teacher Student Interactions ◽

Teacher Initiatives ◽

Sex Equity ◽

Mixed Gender ◽

Guide Lines

teacher–student interactions in the classroom. Moreover, the differencesin frequency of interaction, differences in types of teacher initiatives andresponses towards boys and girls in the classroom were also identified.Total 36 lessons were observed in grade 8th classroom in a local school inGujranwala. Each class lesson was observed for 30 minutes.Observations were coded using the Interactions for Sex Equity inClassroom Teaching (INTERSECT) observational research tool. Thestudy found that boys received more praise from female teachers thanmale teachers. Moreover, both male and female teachers criticize boysmore while male teachers tend to interact more with girls than boys. Thispaper provides guide lines to the curriculum planners to recommendgender neutral teaching techniques for the male and female teachers to bepracticed in mixed gender (coed) classes.

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