Issue Two: The Importance of Sensitivity in Dealing with Cultural Diversity in Education [Johannsen]
Document Type
Issue Area Two
Abstract
Over the past three years the Muscatine Community School District has provided inservice for the professional development of teachers and administrators. During this time, I have facilitated these inservice sessions in Gender/Ethnic Expectations and Student Achievement (GESA).
GESA addresses the interactions of teachers with their students. This program was created by Dolores A. Grayson and Mary Dahlberg Martin. Participants in GESA attend five three hour inservice sessions and work in teams to observe each other in classroom situations. Each unit includes three strands. The first strand identifies major areas of classroom disparity; the second is an interaction strand; and the third, a curriculum issue strand. Teachers who participate in GESA show an increase in non-stereotypical interaction, materials, and activities.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
2
Issue
2
First Page
46
Last Page
48
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1991 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Johannsen, Sue
(1991)
"Issue Two: The Importance of Sensitivity in Dealing with Cultural Diversity in Education [Johannsen],"
Institute for Educational Leadership Monograph Series: Vol. 2:
No.
2, Article 13.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol2/iss2/13
