There have been a number of investigations into the extent to which teachers in the primary school interact within their classrooms with boys and girls and the results of these investigations have differed considerably, some showing boys receiving more interaction than girls and others showing no differences. The aim of this investigation was to try and clarify matters by examining specific categories of teacher verbal behaviour and by including a measure of the quantity and pattern of the off?task behaviour of (...) the boys and girls. Data were collected from 18 teachers and their pupils in junior school classrooms. The results showed that the boys received more overall verbal communication than the girls in those categories concerned with approbation and disapprobation and that the boys were also less on?task overall than the girls. There were also marked differences between the boys and the girls in their patterns of off?task behaviour. (shrink)

This paper takes as its starting point an examination of the current status of some of the concerns that were raised in the mid?1980s about methodological problems faced by educational researchers using the behavioural approach in schools. These concerns included the measurement of agreement between observers, the interpretation of raw data extracted, the potential influences of observers and the inherent properties of research designs. Subsequently, some more wide?ranging concerns are considered, in particular the kinds of behaviour selected for treatment, the (...) lack of analysis of what is involved in teachers? positive responses to pupils? behaviour and the relatively uninvestigated effects of teachers? negative responses. The conclusions are presented as a series of points that are listed, as far as possible, in the order in which they confront the investigator. (shrink)