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Differential Participation in Whole-Class Activities

Differential Participation in Whole-Class Activities Target students are defined as those who dominate interactions with the teacher, usually in whole-class interactions by asking and responding to questions. In this study of five Year 8 mathematics classes, approximately five target students were evident in three of five participant classes. The majority of the target students were high ability males. Target student involvement was facilitated by the behaviours of teachers and students and management problems which prevailed in each of the three classes. The two other classes provided a marked contrast to those which contained target students. In one class, the teacher systematically involved a larger number of students in whole-class interactions and, in the other, there were few whole-class interactions. The disproportionate involvement of target students is regarded as problematic because of the relatively high proportion of time allocated to whole-class activities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Differential Participation in Whole-Class Activities

Australian Journal of Education , Volume 33 (3): 12 – Nov 1, 1989

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References (4)

Publisher
SAGE
Copyright
© 1989 SAGE Publications Ltd, unless otherwise noted. Manuscript content on this site is licensed under Creative Commons Licenses
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/168781408903300309
Publisher site
See Article on Publisher Site

Abstract

Target students are defined as those who dominate interactions with the teacher, usually in whole-class interactions by asking and responding to questions. In this study of five Year 8 mathematics classes, approximately five target students were evident in three of five participant classes. The majority of the target students were high ability males. Target student involvement was facilitated by the behaviours of teachers and students and management problems which prevailed in each of the three classes. The two other classes provided a marked contrast to those which contained target students. In one class, the teacher systematically involved a larger number of students in whole-class interactions and, in the other, there were few whole-class interactions. The disproportionate involvement of target students is regarded as problematic because of the relatively high proportion of time allocated to whole-class activities.

Journal

Australian Journal of EducationSAGE

Published: Nov 1, 1989

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