The effects of gender on instructional contact during discussions in two fourth and fifth grade blended classrooms was examined. The forms of data include those typically used in qualitative research: extensive observations, semi-structured interviews, and some quantitative data. Observations indicate that in these two classroom boys and girls gained an equal number response opportunities during discussions. In· addition, boys and girls in these two classrooms received an equal amount of feedback from the teacher in both· quantity and quality. Interviews revealed that the teachers in these' two classrooms are aware of gender equity issues in the school and use techniques to increase equity in their classrooms.
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