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Cited by 71Science Education and PedagogyEducation, Achievement, and GiftednessGender, Sexuality, and Education

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

The interplay of a biology teacher's beliefs, teaching practices and gender-based student-teacher classroom interaction

She, Hsiao-Ching·2000·Educational Research
DOI 10.1080/001318800363953
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Abstract

Cross-relationships among a Taiwanese seventh-grade biology teacher's beliefs, practices and classroom interaction with either male or female students were qualitatively and quantitatively analysed. Results show that the teacher's classroom practices reflect her teaching philosophy, which she described in interviews held before and throughout the class observation period. Gender-based characteristics clearly play an important role in establishing and maintaining differences in interactions between male or female students and their teacher in this particular classroom. Data collected from classroom observations show that the subject teacher's beliefs concerning boy/girl differences in learning style and classroom participation are reinforced or sustained by her behaviour, which includes unequal distribution of direct questions, unbalanced feedback and encouragement, and a lack of restrictive controls on calling out answers.

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Citations

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Research works printed but not linked: 5

  1. CLARK, C. M. and PETERSON, P. L. (1986). ‘Teachers’ thought processes.’ In: WITTROCK, M. C. (Ed) Handbook of Research on Teaching. Third edition. New York: Macmillan, pp. 255-96.
  2. MORSE, L. W. and HANDLEY, H. M. (1985). ‘Listening to adolescents: gender differences in science classroom interaction.’ In: WILKINSON, L. C. and MARRETT, C. B. (Eds) Gender In? uences in Classroom Interaction, pp. 51 ff. New York: Academic Press.
  3. SHE, H. C. and FISHER, D. (in press). ‘The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia’, Science Education.
  4. VYGOTSKY, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Mass.: Harvard University Press.
  5. WUBBELS, T. and LEVY, J. (Eds) (1993). DoYou KnowWhatYou Look Like? Interpersonal Relationships in Education. London: Falmer Press.

Cited by

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Metadata

Authors
She, H.-C.
Corresponding author
She, Hsiao-Ching
ORCID
She, Hsiao-Ching
Venue
Educational Research
Publisher
Informa UK Limited
Published
2000-01
Volume
42
Issue
1
Pages
100-111
ISSN
  • 0013-1881 (ISSN-L)
  • 1469-5847
DOI
10.1080/001318800363953
OpenAlex
W2082129232
Cited by
71
References
1
Citations by year
2025: 2 · 2023: 4 · 2022: 2 · 2021: 4 · 2020: 2 · 2019: 3 · 2018: 2 · 2016: 6 · 2015: 4 · 2014: 5 · 2013: 4 · 2012: 6
FWCI
5.88
Type
journal article
Language
en
Open access
closed
Locations
Educational Research (publishedVersion)
Funders
National Science Council
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Gender Studies › Gender, Sexuality, and Education
Keywords
teacher beliefs, teaching practice, gender differences, student-teacher interaction, biology education, seventh grade students, teaching philosophy, student participation

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CoChat. (2026). Citation check: The interplay of a biology teacher's beliefs, teaching practices and gender-based student-teacher classroom interaction. https://app.cochat.ai/papers/10.1080/001318800363953
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She, H.-C. (2000). The interplay of a biology teacher's beliefs, teaching practices and gender-based student-teacher classroom interaction. Educational Research. https://doi.org/10.1080/001318800363953