ERIC Number: ED218388
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Implementing Educational Equity: Are There Teacher Differences?
Young, Donna; Wyman, Elizabeth
This report presents the results of classroom interaction research to determine if elementary and secondary school teachers in a North Carolina school district treated males and females differently, and to find out if an intervention strategy would foster more equitable treatment. An experimental group of teachers participated in workshops that provided information on sexism in communication and helped teachers to identify differential treatment of male and female students. The experimental group was compared with a control group on the nature of their interactions with students based on observer ratings on two kinds of instruments: 1) the PIT model, which quantified verbal and nonverbal behaviors in personal events (those related to emotions), institutional events (those concerned with classroom management and school operations), and task events (those concerned with teaching and learning subject matter); and 2) the IDER model, which categorized teachers' verbal behavior as direct or indirect, and nonverbal behavior as encouraging or restricting. The results did not conclusively support other research findings of differences in teachers' interactions with male and female students. Neither was it possible to conclude that the workshops resulted in differences in teacher behaviors, although the findings did suggest that the intervention might prompt teachers to become more encouraging and direct. The inconclusive results were partly attributed to inappropriate instruments and weak subject selection methods. (Author/MJL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Women's Educational Equity Act Program (ED), Washington, DC.
Authoring Institution: Tennessee Univ., Knoxville. Bureau of Educational Research and Service.
Identifiers: North Carolina
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March, 1982).