Girls, boys and discourse performances : pupil interaction and constructions of gender in the key stage 3 technology classroom
This thesis explores some ways in which language can be employed as a tool for crosscurricular learning in Key Stage 3 (KS3) education. An examination of how linguistic interaction is employed by pupils as a means of facilitating their attainment of curriculaspecific learning objectives provides a case study for exemplifying how language can be used effectively across disciplines in secondary education. Within the context of exploring pupils' interaction in the subject of Technology, this thesis explores some gender differences in interaction and the potential effects that such differences can have upon gender-differentiated attainment levels in KS3 Technology. The data obtained for the thesis comprises transcripts of small group pupil-pupil discussion taken from KS3 Technology lessons. The conversations of the groups were recorded, transcribed and then analysed using a revised version of Francis and Hunston's (1992) system of discourse analysis. Gender differences in the types of discourse strategies employed by the participants were identified and evaluated in terms of how effectively they function to facilitate the successful attainment of specific learning objectives. The conclusions drawn from the findings
Sauntson, Helen Victoria
Discourse analysis; KS3; Secondary education
Girls, boys and discourse performances : pupil interaction and constructions of gender in the key stage 3 technology classroom. This thesis explores some ways in which language can be employed as a tool for crosscurricular learning in Key Stage 3 (KS3) education. An examination of how linguistic interaction is employed by pupils as a means of facilitating their attainment of curriculaspecific learning objectives provides a case study for exemplifying how language can be used effectively across disciplines in secondary education. Within the context of exploring pupils' interaction in the subject of Technology, this thesis explores some gender differences in interaction and the potential effects that such differences can have upon gender-differentiated attainment levels in KS3 Technology. The data obtained for the thesis comprises transcripts of small group pupil-pupil discussion taken from KS3 Technology lessons. The conversations of the groups were recorded, transcribed and then analysed using a revised version of Francis and Hunston's (1992) system of discourse analysis. Gender differences in the types of discourse strategies employed by the participants were identified and evaluated in terms of how effectively they function to facilitate the successful attainment of specific learning objectives. The conclusions drawn from the findings
girls boys discourse performance pupil interaction construction_gender key_stage technology classroom explores_way language employ tool learn key_stage education examination linguistic interaction employ pupil mean attainment learn objective provide case_study exemplify language_use effectively across_discipline secondary_education within_context explore pupil interaction subject technology explore gender_difference interaction potential effect difference upon gender differentiated attainment level technology data_obtain comprises transcript small_group pupil pupil discussion take technology lesson conversation group record transcribe analyse_use revise_version system discourse_analysis gender_difference type discourse strategy_employ participant identify evaluated term effectively function facilitate successful attainment specific learn objective conclusion_draw finding