The Role of Gender and Grade in the Context of an Evaluation of Instructional Conversation

• In Event: Poster Session 13
  In Poster Session: The Role of Gender and Grade in the Context of an Evaluation of Instructional Conversation

Abstract

This study builds on previous findings of a randomized control trial that found a significant and positive effect of Instructional Conversation (IC) on the academic achievement of both English language learners (ELLs) and non-ELL students in third- and fifth-grade classrooms. Using a theoretical perspective that integrates cognitive and learning theory with sociocultural perspectives, this study expands on previous findings by testing for potential gender and maturational differences in the effect of IC pedagogy. Findings indicate that third-grade female students in the treatment group scored significantly higher on standardized tests in Science and Social Studies. These results are of consequence because they indicate that treatment effects can vary across content areas and by characteristics of participating students.

Authors

• Pedro R. Portes, University of Georgia

• Manuel S. Gonzalez Canche, University of Pennsylvania

• Melissa Whatley, University of Georgia - Athens