Under-Represented Populations Instruments

Classroom Observation Instruments

Instrument 3: Coding for Gender — Small Group Interactions

Project: Girls in Science: Museum, University, School and Community Connections
Cranbrook Institute of Science

Funding Source: NSF: Program for Women and Girls (HRD)

Purpose: To identify various types of verbal and non-verbal interactions between small groups and pre-service teachers, taking account of gender

Administered To: Participating pre-service teachers

Topics Covered:

• Identity Issues: gender roles, student participation levels
• Learning Environment: classroom management, psychological climate, teacher attitudes

Format/Length: The observation form includes 8 observations, 2 closed- and 6 open-ended. The observer is to circle or fill in responses for each observation each time a teacher-student or student-student interaction takes place.

CODING INSTRUCTIONS

Complete the information in the upper left-hand corner.
Each row of the grid corresponds to one interaction.
Limit coding time to 30 minutes.

Teacher/Student Interactions -	T/S = Teacher initiated interaction
	S/T = Student initiated interaction
	Circle the appropriate interaction type from the above selections and record the student's gender by circling F for female and M for male
Student/Student Interactions -	F/F = Female to female interaction
	M/M = Male to male interaction
	F/M = Female to male interaction
	M/F = Male to female interaction
	The first letter indicates the interaction initiator and the second indicates the other interaction participant's gender.

DEFINITIONS OF RESPONSES

Verbal Teacher Responses—include the following:

Acceptance—is recorded when a teacher explicitly or implicitly accepts a student answer as appropriate or correct. Examples include comments such as "ok", "uh, huh", "right" and "yes". These reactions imply approval. Also mark acceptance when a student offers response and the teacher does not make an explicit answer but instead continues with further comments or questions that imply the response was appropriate.

Praise—is recorded each time the teacher makes a comment clearly intended as praise or positive reinforcement. Examples include "Good job!", "That's exactly right", "This paper shows much improvement". Praise involves both the content of the teacher's comment and the intonation of the teacher's voice.

Higher Level Questioning—is recorded each time the teacher moves the learning along and challenges the student to think. It requires more complex mental processes than simple recall. For example, the teacher requires the student to use original thought, recall related facts from several sources, express an opinion and give reasons, predict the consequences of certain actions or organize and evaluate information in a new way.

Criticism—is recorded each time the teacher's comments go beyond making corrections on a student's work, appearance or conduct to clear, strong disapproval. It may involve a warning or penalty. Make + for positive criticisms and a - for negative criticisms.

Nonverbal Teacher Responses—include the following:

Wait Time—is recorded each time the teacher and students allow at least five seconds for thinking, i.e. the teacher waits five seconds before terminating the response opportunity (usually by asking another student the same questioning), assisting or providing additional information.

Physical Closeness—is recorded each time the teacher stands or sits within an arm's length in a stationary position. Do not code if the teacher merely walks by a student. Record physical closeness if a students approaches the teacher and stands close by, if the teacher remains close to one of more students during an entire observation or if the teacher leaves those students and later returns.

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Interactions with Small Groups	One row corresponds to one interaction.
Pre-service Teachers	Please limit coding time to 30 minutes.
Teacher: ____________________
Teacher Gender:   F  M	T/S = Teacher to Student Interaction
Observer: ____________________	S/T = Student to Teacher Interaction
Coding Time: _________________	S/S = Student to Student Interaction
Subject Area: _________________	When coding Teacher-Students interactions-circle T/S or S/T and student gender.
# of students in group: ______________	When coding Student-Student interactions-circle gender code, with the first letter indicating the initiator's gender and the second indicating the other participant's gender.
# of females: ________________
# of males: __________________

		Verbal Response				Nonverbal Response
Teacher-Student Interactions and Student Gender	Student-Student Interaction Type	Acceptance	Praise	Higher Level Questioning	Criticism +   -	Wait Time	Physical Closeness
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F
T/S S/T     F M	F/F M/F     F/M M/F

Adapted from Project Intersect (Myra and David Sadker) & GESA (Delores Grayson)

Developed by Cranbrook Institute of Science and Oakland University (1996)