摘要：Scheduled teacher-student writing conferences between a fifth grade teacher and her language arts class were analyzed. Attention was given to four case study students to examine the influence of gender on the teacher-student interactions. The study also investigated whether there was a difference in terms of confidence and competence toward writing among the entire classroom. A self-efficacy survey, audio-taped interviews, written texts, and audio-and-video-taped writing conferences revealed that girls were more confident and competent than boys. Girls and boys displayed diverse interaction styles and the teacher had varying roles and conferencing styles according to the student's gender.
