ERIC Number: ED331944
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Gender/Ethnic Expectations and Student Achievement (GESA). Teacher Handbook.
Grayson, Dolores A.; Martin, Mary Dahlberg
This workbook is intended for teachers participating in the Gender/Ethnic Expectations and Student Achievement (GESA) program. GESA is based on the premise that teachers need to confront gender, race, and ethnic bias in their interactions with students in order to ensure quality and excellence on an equitable basis. Participants attend a series of five three-hour workshops in which they review curriculum materials that address equity issues and examine the impact of their own behavior on classroom disparity in the following areas: (1) instructional contact; (2) grouping and organization; (3) classroom management; (4) enhancing self-esteem; and (5) evaluation of student performance. Participants also take turns observing each other in the classroom. The following materials are appended: (1) a 264-item bibliography; (2) a program description; (3) a matrix illustrating areas of disparity, interactions, and curriculum issues; (4) a level-by-level approach to achieving excellence through equity; (5) a discussion of the forms of bias in the curriculum and the classroom; (6) two checklists and four reporting forms; (7) a self-evaluation questionnaire; (8) a sample seating chart; (9) a student quiz; (10) an outline of 10 quick ways to analyze children's books; and (11) a list of levels and words associated with questionning. (FMW)
Descriptors: Classroom Techniques, Elementary Secondary Education, Equal Education, Ethnic Bias, Inservice Teacher Education, Racial Bias, Sex Bias, Teacher Attitudes, Teacher Expectations of Students, Teacher Student Relationship, Workshops
GrayMill Publications, 2029 352nd Place, Earlham, IA 50072 ($20.00).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Los Angeles County Office of Education, Downey, CA.; Women's Educational Equity Act Program (ED), Washington, DC.
Authoring Institution: N/A