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.
|Commitee:||Conoyer, Sarah, Hupp, Stephen|
|School:||Southern Illinois University at Edwardsville|
|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|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be