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Dissertation/Thesis Abstract

Classroom Inclusivity: Addressing Gender Disparities Through Teacher Consultation
by Gilbertson, Megan L., Ph.D., Southern Illinois University at Edwardsville, 2020, 81; 27837681
Abstract (Summary)

This study looked to determine whether consultation practices with a gender inclusive focus provided additional benefits, following traditional classroom management establishing increased labeled praise and opportunities to respond. Three middle school math teachers participated in two consultation phase. The first was a traditional, classroom-management focused phase. After labeled praise stabilized, the consultant introduced a gender inclusive phase of consultation. Data are analyzed via a multiple-baseline-across-participants design depicting rates of classroom labeled praise, opportunities to respond, called on, and participation. Traditional, classroom-management consultation was effective in increasing labeled praise and opportunities to respond, however discrepancies between genders emerged with female students receiving more labeled praise and participating more. The gender inclusive phase was terminated prematurely due to school closures associated with COVID-19, however emerging data suggests this phase reduced gender disparities by increasing positive outcomes for male students. Thus, students are likely to benefit from the application of gender inclusive interventions, beyond consultation focused on management alone. Implications for research and consultation practice are discussed.

Indexing (document details)
Advisor: McKenney, Elizabeth
Commitee: Conoyer, Sarah, Hupp, Stephen
School: Southern Illinois University at Edwardsville
Department: Psychology
School Location: United States -- Illinois
Source: MAI 81/12(E), Masters Abstracts International
Subjects: Gender studies, Teacher education, Educational psychology
Keywords: Consultation, Labeled praise, Math, Participation, school psychology
Publication Number: 27837681
ISBN: 9798607357146
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