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Research on gender differences in classroom interaction patterns is reviewed, highlighting deficiencies in the methodology, reporting and use made of the research. The analysis of 24 Year 8 science lessons is reported which indicates that the interaction patterns of girls are not significantly different from those of boys. Suggestions for future classroom interaction research in this field based on more complex perspectives than the relatively simplistic sex difference approach are proposed.
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Dart et al. (1988) studied this question.
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