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Duffy, Jim; Warren, Kelly L.; Walsh, Margaret

doi:10.1023/a:1014892408105

Cited by 126 publications

(34 citation statements)

References 11 publications

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“…Other studies have revealed that teacher's sex can also be an influential factor on the classroom patterns of interaction (Pringle & Canada, 1995;Hatzichristoo & Hopf, 1999;Duffy, Warren, & Walsh, 2001). Teachers with dissimilar genders have classes with different features based on the studies that have been done in this area.…”

Section: Discussionmentioning

confidence: 99%

“…One of the little-researched areas in teaching English as a second language is how a student's sex might affect teacher-student interaction in an adult EFL classroom (Duffy, Warren, & Walsh, 2001). The research published from the 1960s to the 1990s demonstrate that the society and teachers expectations frequently lead to unfit behavior of female and male students in pre-college and college-level classrooms (Good & Brophy, 1990;Sadker & Sadker, 1992).…”

Section: Studies On the Role Of Gender In Efl Contextsmentioning

confidence: 99%

“…She was spending a minimum of 58% of her classroom time through cooperating with boys and a maximum of 42%, and an average of 38%, of her time with girls. The teacher's sex also is influential on the classroom setting (Pringle & Canada, 1995;Hatzichristoo & Hopf, 1999;Duffy, Warren, & Walsh, 2001). Teachers with dissimilar genders have classes with different features based on the studies that have been done in this area.…”

Section: Studies On the Role Of Gender In Efl Contextsmentioning

confidence: 99%

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Exploring the gender effect on the pattern of EFL teacher-student interaction

Navabfard¹,

Rezvani²

2016

IJRSE

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The present study sought to investigate the effects of gender on interactional patterns of Iranian EFL classroom. Participants were 120 male and female EFL upper intermediate learners who were chosen from different language institutes in Isfahan, Iran. Besides, 12 teachers participated in the study in four types of classes: female teachers in single-gender classrooms, male teachers in single-gender classrooms, female teachers in mixed-gender classrooms and male teachers in mixed-gender classrooms. Tsui's Framework of discourse speech acts was employed as the instrument. Plus, patterns of interactions were investigated according to teachers' question types. In so doing, frequencies of subcategories of 'initiating' category in framework, referential and display questions were calculated for four types of classes. Findings indicated that, firstly, distributions of components of interactional patterns of initiation and types of questions were not fair. Secondly, mixed-gender classes included more effective patterns than single-gender classes. Thirdly, both male and females teachers paid more attention to the opposite gender in the classrooms. Findings of this study can be taken into account by teachers, especially those in mixed-gender classes that pay equal attention to both genders.

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Section: Discussionmentioning

confidence: 99%

Section: Studies On the Role Of Gender In Efl Contextsmentioning

confidence: 99%

Section: Studies On the Role Of Gender In Efl Contextsmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the gender effect on the pattern of EFL teacher-student interaction

Navabfard¹,

Rezvani²

2016

IJRSE

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“…Thus, the Organization emphasized the strategic significance of the teachers as guides, role models in the classes for ensuring an equitable division between the sexes. Since it is known that the perception of gender equality of the teachers affect the teachers' attitudes towards girls and boys in their class (Bigler, Hayes & Hamilton, 2013;Buell, Hallam, Gamel-McCormick & Scheer, 1999) and that teachers' stereotypes and perception of gender affect the organization of the teaching environment (Akbaba-Altun & Apaydın, 2013;Aslan, 2015;Caldarella, Shatzer, Richardson, Shen, Zhang & Zhang, 2009;Chapman, 2002;Chronaki, 2012;Duffy, Warren &Walsh, 2001;Kleinfeld, 1998;Kokkinos, Panayiotou & Davazoglou, 2004;Sadker;Sadker & Sadker, 1994;Saltzman, 1994;Sayılan, 2012;Shepardson & Pizzini, 1992;Sommers, 2000;Tan, Ecevit & Üşür, 2000), it was deemed necessary to examine the experiences of teacher candidates' gender equality. For this purpose, in this research, we strove to define the experiences of the candidate teachers about the gender equality and we tried to predict their future behaviors in the class.…”

Section: Gender and Educationmentioning

confidence: 99%

Investigation of the Experiences of Classroom Teacher Candidates in the Reconstruction of Gender Role: A Case Study in Turkey

Özen

2018

JETS

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This research, examining the perception of classroom teacher candidates about the gender equality through the personal experiences of the teacher candidates, is a qualitative study. The phenomenological pattern was adopted. Data were collected in two stages: The participants were asked to provide written responses to the open-ended questions for clarifying which concepts are used for explaining the gender equality, which factors cause the gender inequality and how the equality will be ensured. Next, focus group discussion was carried to find the situations that the classroom teacher candidates encountered in their learning process. The results reveal that the role of men and women, generated by the cultures of different societies but the individuals should have equal rights and opportunities and every kind of discrimination about sex should be prevented. The causes of inequality: Socialization, social roles. The factors causes the inequality are the religious beliefs, prejudices, patriarchy. For the equality, it is necessary to raise awareness, the roles in the family should be re-arranged and women employment should be supported. The results of the focus group discussion announced that biological gender was effective in choosing the profession: Men were more successful in professions working with numbers and producing some concrete products, while the women should be employed in professions that would guarantee the emotional and physical security. Women are successful in the management because of their maternal roles and they attach a great importance to details and organization. However, the governance, in other words, the power is the men's specialty.

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“…For example, some teachers have been found to hold gender-stereotyped expectations of boys and girls (e.g., Legewie & DiPrete, 2012;Sadker & Zittleman, 2009), to assess identical work differently depending on whether the work was said to be that of a boy or of a girl (Cornwell, Mustard, & Van Parys, 2013;Dee, 2007), and to interact differently with boys and girls in the classroom (e.g., Duffy, Warren, & Walsh, 2001;Jones, & Wheatley,1990;Leder, 1987;Quaglia et al, 2013;Spilt, Koonen,, & Jak, 2012).…”

Section: Teachers and Student Achievementmentioning

confidence: 99%