Research on gender differences in classroom interaction patterns is reviewed. The analysis of 24 Year 8 science lessons in Brisbane, Australia, indicates that the interaction patterns of girls are not significantly different from those of boys. Suggestions for future classroom interaction research based on more complex perspectives are proposed.…

Describes the interactions of high school girls and boys during coeducational science lessons. Analyses of the audiovideo recordings of 144 lessons taught by 12 male teachers indicate that girls were more likely to initiate classroom discourse. Findings did not support the hypothesis that gender disparity in science achievement in favor of boys…