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Does gender matter? A cross-national investigation of primary class-room discipline.

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Title: Does gender matter? A cross-national investigation of primary class-room discipline.
Authors: McDowell, Joanne1 j.mcdowell@herts.ac.uk, Klattenberg, Revert2
Source: Gender & Education. Dec2019, Vol. 31 Issue 8, p947-965. 19p.
Subject Terms: *Classroom management, *Primary school teachers, *Education, *Male teachers, *Academic motivation
Geographic Terms: Germany
Abstract: Fewer than 15% of primary school teachers in both Germany and the UK are male. With the on-going international debate about educational performance highlighting the widening gender achievement gap between girl and boy pupils, the demand for more male teachers has become prevalent in educational discourse. Concerns have frequently been raised about the underachievement of boys, with claims that the lack of male 'role models' in schools has an adverse effect on boys' academic motivation and engagement. Although previous research has examined 'teaching' as institutional talk, men's linguistic behaviour in the classroom remains largely ignored, especially in regard to enacting discipline. Using empirical spoken data collected from four primary school classrooms in both the UK and in Germany, this paper examines the linguistic discipline strategies of eight male and eight female teachers using Interactional Sociolinguistics to address the question, does teacher gender matter? [ABSTRACT FROM AUTHOR]
Copyright of Gender & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Gender+%26+Education%22">Gender & Education</searchLink>. Dec2019, Vol. 31 Issue 8, p947-965. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Male+teachers%22">Male teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink>
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  Data: Fewer than 15% of primary school teachers in both Germany and the UK are male. With the on-going international debate about educational performance highlighting the widening gender achievement gap between girl and boy pupils, the demand for more male teachers has become prevalent in educational discourse. Concerns have frequently been raised about the underachievement of boys, with claims that the lack of male 'role models' in schools has an adverse effect on boys' academic motivation and engagement. Although previous research has examined 'teaching' as institutional talk, men's linguistic behaviour in the classroom remains largely ignored, especially in regard to enacting discipline. Using empirical spoken data collected from four primary school classrooms in both the UK and in Germany, this paper examines the linguistic discipline strategies of eight male and eight female teachers using Interactional Sociolinguistics to address the question, does teacher gender matter? [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Gender & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09540253.2018.1458078
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      – SubjectFull: Classroom management
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      – SubjectFull: Education
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              Text: Dec2019
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