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ERIC Number: ED347654
Record Type: RIE
Publication Date: 1992-Apr
Pages: 41
Abstractor: N/A
Classroom and Site-Based Leadership Development: Increasing Achievement and Participation for All Students with an Emphasis on Underserved Populations.
Grayson, Dolores A.
Outcomes of two leadership programs designed to increase achievement and participation for all students are reviewed in this paper, which addresses educational disparity. The first program, the Gender/Ethnic Expectations and Students Achievement (GESA) program, has four goals: to reduce the disparity in the frequency and quality of student/teacher interactions; to reduce stereotyping by teachers; to improve classroom climate; and to improve student achievement. Piloted in Los Angeles County, California, it has been implemented nationwide. Suggested evaluation methodology includes pre-post classroom observations, pre-post achievement test data, and posttraining questionnaires. The second program, a site-based leadership development project, attempted to integrate an increased awareness of disparity in administrators' teacher supervision practices. Nationwide clusters of site-based school administrators explored four function areas of leadership: curriculum and instructional leadership; school management; staff development; and parent/community outreach. Recommendations are made for preparing and recruiting diverse populations in educational leadership, for expressing equity measures in educational policies at every level, for formulating a holistic community agenda, and for providing students with a global model of coexistence. Two figures and one table are included. (39 references) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).