USING PERFORMANCE FEEDBACK TO DECREASE CLASSROOM TRANSITION TIME AND EXAMINE COLLATERAL EFFECTS ON ACADEMIC ENGAGEMENT

There is currently a gap in the consultation literature related to how teacher and student gender may affect teacher perceptions of and responses to student behavior. In this study, 147 preservice and practicing teachers were presented with four gender-neutral student-centered problems in the form of short vignettes in which the gender of the student was rotated. Respondents rated these vignettes on problem severity, likelihood of seeking assistance, and from whom they would seek assistance. Data were analyzed by teacher status (preservice or practicing), teacher gender, and student gender. Results suggest teachers typically did not make different decisions based on student gender. However, female teachers often rated student situations as more severe than their male colleagues, with some differences between practicing and preservice teachers. The potential implication of this and related findings for the process of consultation are highlighted.