Using video-stimulated recall to investigate teacher awareness of explicit and implicit gendered thoughts on classroom interactions

Teachers and Teaching: Theory and Practice

Volumn 22, Issue 6, 2016, Pages 683-699

  Consuegra, Els ^a   Engels, Nadine ^a   Willegems, Vicky ^a  

^a VRIJE UNIVERSITEIT BRUSSEL   (Belgium)

Author keywords

classroom interaction; Gender; teacher thoughts; video stimulated recall

Indexed keywords

EID: 84963568973     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540602.2016.1158958     Document Type: Article

References (53)

1. R.Beaman,, K.Wheldall,, & C.Kemp, (2006). Differential teacher attention to boys and girls in the classroom. Education Review, 58, 339–366.
2. B.L.Berg, (2007). Qualitative Research Methods for the social sciences, 6th ed. Boston, MA: Allyn and Bacon.
3. V.Braun,, & V.Clarke, (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.10.1191/1478088706qp063oa
4. J.E.Brophy, (1982). Research on the self-fulfilling prophecy and teacher expectations. Michigan: The institute for Research on Teaching, Michigan State University.
5. J.Brophy, (1985). Male and female teacher-student interaction. In L.C.Wilkinson & C.B.Marrett (Eds.), Gender influences in classroom interaction (pp. 115–142). Orlando: Academic Press.10.1016/B978-0-12-752075-9.50011-8
6. C.Buchmann,, T.DiPrete,, & A.McDaniel, (2008). Gender inequalities in education. Annual Review of Sociology, 34, 19–37.
7. D.L.Butler,, H.N.Lauscher,, S.Jarvis-Selinger,, & B.Beckingham, (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20, 435–455.10.1016/j.tate.2004.04.003
8. J.Clandinin, (1985). Personal practical knowledge: a study of teachers' classroom images. Curriculum Inquiry, 15, 361–385.10.1080/03626784.1985.11075976
9. M.A.Clark,, E.Oakley,, & H.Adams, (2006). The gender achievement gap challenge. ASCA School Counselor, 43, 20–25.
10. F.M.Connelly,, D.J.Clandinin,, & M.F.He, (1997). Teachers’ personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13, 665–674.10.1016/S0742-051X(97)00014-0
11. J.Dewey, (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: Health and Company.
12. J.Eccles,, & P.Blumenfeld, (1985). Classroom experiences and student gender: Are there differences and do they matter? In L.C.Wilkinson & C.B.Marrett (Eds.), Gender influences in classroom interaction (pp. 79–114). Orlando: Academic Press.10.1016/B978-0-12-752075-9.50010-6
13. G.D.Fenstermacher, (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3–56.
14. G.D.Fenstermacher, (1986). Philosophy of research on teaching: Three aspects. In M.C.Wittrock (Ed.), Handbook of research on teaching (3th ed.). (pp. 37–49). New York, NY: Macmillan.
15. C.J.Foote, (1999). Attribution feedback in the elementary classroom. Journal of Research in Childhood Education, 13, 155–166.10.1080/02568549909594736
16. B.Francis, (2000). Boys, girls and achievement. Addressing the classroom issues. London: Routledge/Falmer.
17. M.Galton,, L.Hargreaves,, C.Comber,, D.Wall,, & A.Pell, (1999). Inside the primary classroom: 20 years on. London: Routledge.10.4324/9780203269329
18. D.A.Garrahy, (2001). Three third-grade teachers' gender-related beliefs and behavior. The Elementary School Journal, 102, 81–94.10.1086/499694
19. T.Good,, & J.Brophy, (1978). Looking in Classrooms (2nd ed.). New York, NY: Harper and Row.
20. T.Good,, H.Cooper,, & S.Blakey, (1980). Classroom interaction as a function of teacher expectations, student sex, and time of year. Journal of Educational Psychology, 72, 378–385.10.1037/0022-0663.72.3.378
21. T.Good,, & M.Findley, (1985). Sex role expectations and achievement. In J.Dusek (Ed.), Teacher expectancies (pp. 271–300). Hillsdale: Lawrence Erlbaum Associates.
22. T.Green, (1976). Teacher competence as practical rationality. Educational Theory, 26, 249–258.10.1111/edth.1976.26.issue-3
23. A.Harrop,, & J.Swinson, (2011). Comparison of teacher talk directed to boys and girls and its relationship to their behaviour in secondary and primary schools. Educational Studies, 37, 115–125.10.1080/03055691003729260
24. G.Hoban,, & G.Hastings, (2006). Developing different forms of student feedback to promote teacher reflection: A 10-year collaboration. Teaching and Teacher Education, 22, 1006–1019.10.1016/j.tate.2006.04.006
25. D.J.Hruschka,, D.Schwartz,, D.Cobb St. John,, E.Picone-Decaro,, R.A.Jenkins,, & J.W.Carey, (2004). Reliability in coding open-ended data: Lessons learned from HIV behavioral research. Field Methods, 16, 307–331.10.1177/1525822X04266540
26. J.Irvine, (1986). Teacher student interactions: Effects of student race, sex, and grade level. Journal of Educational Psychology, 78, 14–21.10.1037/0022-0663.78.1.14
27. S.M.Jones,, & K.Dindia, (2004). A meta-analytic perspective on sex equity in the classroom. Review of Eduational Research, 74, 443–471.
28. M.Jones,, & J.Wheatly, (1990). Gender differences in teacher-student interactions in science classrooms. National Association for Research in Science Teaching. New York, NY: Wiley.
29. Y.Koc,, D.Peker,, & A.Osmanoglu, (2009). Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher. Teaching and Teacher Education, 25, 1158–1168.10.1016/j.tate.2009.02.020
30. M.Lombard,, J.Snyder-Duch,, & C.C.Bracken, (2002). Content analysis in mass communication: Assessment and reporting of intercoder reliability. Human Communication Research, 28, 587–604.10.1111/hcre.2002.28.issue-4
31. J.J.Loughran, (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53, 33–43.10.1177/0022487102053001004
32. B.MacGilchrist,, K.Myers,, & J.Reed, (2004). The intelligent school (2nd ed.). London: Paul Chapman.
33. F.Merrett,, & K.Wheldall, (1992). Teachers' use of praise and reprimands to boys and girls. Educational Review, 44, 73–79.10.1080/0013191920440106
34. C.Morgan, (2001). The effects of negative managerial feedback on student motivation: Implications for gender differences in teacher-student relations. Sex Roles, 44, 513–535.10.1023/A:1012286907894
35. D.Myhill, (2002). Bad Boys and good girls? Patterns of interaction and response in whole class teaching. British Educational Research Journal, 28, 339–352.10.1080/01411920220137430
36. V.Nicaise,, G.Cogerino,, S.Fairclough,, J.Bois,, & K.Davis, (2007). Teacher feedback and interactions in physical education: Effects of student gender and physical activities. European Physical Education Review, 13, 319–337.10.1177/1356336X07081799
37. J.Noel, (1999). Phronesis and phantasia: Teaching with wisdom and imagination. Journal of the Philosophy of Education, 33, 277–286.10.1111/1467-9752.00136
38. I.Nonaka,, & G.von Krogh, (2009). Perspective – tacit knowledge and knowledge conversion: Controversy and advancement in organizational knowledge creation theory. Organization Science, 20, 635–652.10.1287/orsc.1080.0412
39. E.Öhrn, (1993). Gender, influence and resistance in school. British Journal of Sociology in Education, 14, 147–158.
40. S.Pendlebury, (1990). Practical arguments and situational appreciation in teaching. Educational Theory, 40, 171–179.10.1111/edth.1990.40.issue-2
41. M.Polanyi, (1966). The Tacti Dimension. Garden City, NY: Doubleday.
42. W.Pollack, (1998). Real boys: Rescuing our boys from the myths of boyhood. New York, NY: Henry Holt.
43. M.Raider-Roth,, M.Albert,, I.Bircann-Barkey,, E.Gidseg,, & T.Murray, (2008). Teaching boys: A relational puzzle. Teachers college record, 110, 443–481.
44. E.C.Schmid, (2011). Video-stimulated reflection as a professional development tool in interactive whiteboard research. ReCALL, 23, 252–270.10.1017/S0958344011000176
45. T.Seidel,, & K.Stürmer, (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51, 1–32.
46. M.G.Sherin, (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Advances in research on teaching: Vol. 10. Using video in teacher education (pp. 1–27). Oxford: Elsevier.
47. J.Swinson,, & A.Harrop, (2009). Teacher talk directed to boys and girls and its relationship to their behaviour. Educational Studies, 35, 515–524.10.1080/03055690902883913
48. T.R.Tripp,, & P.J.Rich, (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28, 728–739.10.1016/j.tate.2012.01.011
49. M.Tsouroufli, (2002). Gender and teachers’ classroom practice in a secondary school in Greece. Gender and Education, 14, 135–147.10.1080/09540250220133996
50. M.Van Houtte, (2007). Exploring teacher trust in technical/vocational secondary schools: Male teachers’ preference for girls. Teaching and Teacher Education, 23, 826–839.10.1016/j.tate.2006.03.001
51. M.Warrington,, M.Younger,, & J.Williams, (2000). Student attitudes, image and the gender gap. British Educational Research Journal, 26, 393–407.10.1080/01411920050030914
52. M.Younger,, & M.Warrington, (2005). Raising boys’ achievement in secondary schools: Issues, dilemmas and opportunities. Buckingham: Open University Press.
53. M.Younger,, M.Warrington,, & J.Williams, (1999). The gender gap and classroom interactions: Reality and rhetoric? British Journal of Sociology of Education, 20, 325–341.10.1080/01425699995290