Debra Myhill
Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching
University of Exeter
abstract article describes findings crossphase study boys underachievement investigated patterns classroom interaction boys girls data illustrate underachievers either gender least likely group participating positively classroom likely engaged offtask interactions underachieving boys reluctance participate emerges year 1 year 4 underachieving girl behaving way lesser extent older highachieving boy begins exhibit similar interaction patterns underachievers contrast highachieving girl remains consistently actively participant ontask article questions extent whole class teaching benefiting learning experience underachievers challenges current tendency construct underachievement terms gender