Author

Kaily Stevens

Date of Award

4-2015

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

Abstract

This action research study investigated the presence of gender bias, in the form of more teacher attention, in a Christian middle school in southwestern British Columbia, Canada. Eight teachers of grades six to eight participated in the study. Teachers were observed for two 20-minute lessons. Each interaction between teacher and student was coded as either academic or behavioural in nature, as well as either positive, negative or neutral. The results of this study suggest that boys receive more teacher attention than do girls in the school. As well, girls tend to receive fewer behavioural type interactions with teachers than boys. Both boys and girls receive a similar amount of neutral interactions with their teachers.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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