An investigation into whether or not male and female Key Stage One teachers interact with boys and girls differently.

Lock-Dean, Charlotte (2017) An investigation into whether or not male and female Key Stage One teachers interact with boys and girls differently. Undergraduate thesis, University of Chichester.

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Abstract

This study aimed to examine whether or not male and female Key Stage One teachers interact differently with boys and girls. This study applied a thematic approach in order to review the literature relating to gender in education. These themes were: “the vocabulary used to interact with boys and girls” “the praise and punishment of boys and girls” and “the effect of teacher’s gender on the type of interactions with boys and girls”. The paradigm for this study was qualitative and used observation as the method of data collection which was then analysed using a coding method. The main finding from this study was that male and female Key Stage One teachers do interact with boys and girls differently. This was particularly clear when examining the vocabulary which teachers use to interact with girls and boys separately, as girls were addressed more frequently by pet names and also with a more polite nature. The different praise and punishment that boys and girls received was also evident in the data collected for this study which, after further analysis, concluded that this could have an effect on the different levels of achievement for boys and girls.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Early Childhood Studies
Subjects: H Social Sciences > H Social Sciences (General)
Divisions: Departments > Childhood and Youth
Undergraduate Dissertations
Depositing User: Wendy Ellison
Date Deposited: 10 Aug 2017 12:02
Last Modified: 10 Aug 2017 12:02
URI: http://eprints.chi.ac.uk/id/eprint/2940

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