Abstract
Research on gender differences in classroom interaction patterns is reviewed, highlighting deficiencies in the methodology, reporting and use made of the research. The analysis of 24 Year 8 science lessons is reported which indicates that the interaction patterns of girls are not significantly different from those of boys. Suggestions for future classroom interaction research in this field based on more complex perspectives than the relatively simplistic sex difference approach are proposed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
