Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching

By D. Myhill. 2002

119 citations recorded by the source corpus.

Subfields: Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/f2f3ed9f7b134e1058e93b97c9fc14d0aa98949a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. P. Blatchford
2. J. Snell
3. M. Galton
4. Judy Sebba
5. D. Myhill
6. Christine Skelton
7. L. Black
8. Adam Lefstein

In Gender Studies

1. Christine Skelton
2. L. Black
3. J. Snell
4. Chris Burns *
5. Adam Lefstein
6. D. Myhill
7. B. Francis
8. Barbara Read

Citations in the corpus

• Talk, talk, talk: teaching and learning in whole class discourse (2006, result): “This finding parallels the findings of an earlier research study, specifically investigating boys’ underachievement (Project JUDE: Myhill, 2002).”
• Differential teacher attention to boys and girls in the classroom (2006, background): “Myhill (2002) suggested that teachers and researchers may have been preoccupied with the loud and obvious forms of inappropriate behaviour typically engaged in by boys that are not conducive to academic achievement.”
• The simultaneous production of educational achievement and popularity: how do some pupils accomplish it? (2010, background): “Researchers have found that disengagement with education accelerates at this age (Myhill, 2002 ), which makes the cases of those who maintain their high achievement especially interesting.”
• Differential participation in whole-class discussions and the construction of marginalised identities (2004, background): “This emphasis on teacher expectations regarding pupil ability may explain why high achieving students were stronger participants in the whole-class discussions observed by Myhill (2002).”
• Interactive or inactive? a consideration of the nature of interaction in whole class teaching (2004, result): “It seems from observation data that pupil participation is differentially experienced within the class with more active engagement by higher achievers and more off task behaviour from low achievers, mirroring findings from earlier research (Myhill, 2002).”
• “Low Ability,” Participation, and Identity in Dialogic Pedagogy (2017, background): “Other studies support Black’s (2004) findings that perceptions of children’s ability (whether held consciously or unconsciously) may influence what teachers expect from certain pupils, and these expectations can affect the decisions that teachers make in the classroom, how teachers interact with pup”
• The effects of pupil grouping : literature review (2005, background): “Preferred interaction is related to ability level (Morgan & Dunn, 1988), gender or other characteristics (Jones & Greig, 1994; Myhill, 2002).”