Jones examines the influence of gender bias on classroom interactions. Sixty teachers were observed using the Brophy-Good Teacher-Child Dyadic In teraction System to code classroom in teractions. Teacher experience was then analyzed in relation to gender differ ences in classroom interactions. Teach ers of all levels of experience were found to interact more with male students than with females. The nature of and differ ences in interactional patterns are examined. Reform in teacher prepara tion with regard to educational equity is discussed.
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