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Eliminating race, class, and gender ...

Lyon, Diana.

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Eliminating race, class, and gender oppression in the classroom: Theory and best practices, with contextual essay.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Eliminating race, class, and gender oppression in the classroom: Theory and best practices, with contextual essay./
作者:	Lyon, Diana.
面頁冊數:	219 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0963.
Contained By:	Dissertation Abstracts International66-03A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3168557
ISBN:	054204451X

Eliminating race, class, and gender oppression in the classroom: Theory and best practices, with contextual essay.
Lyon, Diana.

Eliminating race, class, and gender oppression in the classroom: Theory and best practices, with contextual essay. - 219 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0963.

Thesis (Ph.D.)--Union Institute and University, 2005.

Lyon's extensive research of liberation-oppression literature revealed a significant lack of information in educational textbooks concerning socially relevant classroom issues of race, socio-economic class, and gender found in a typical classroom. It was hypothesized that a teacher's attitude and personal experiences concerning key issues of race, socio-economic class, and gender directly influenced the teacher-student relationship. Testing this hypothesis as a university education professor in her pre-service and returning classroom teacher courses, Lyon found the insight to be accurate.

ISBN: 054204451XSubjects--Topical Terms:

783747
Education, Teacher Training.

Eliminating race, class, and gender oppression in the classroom: Theory and best practices, with contextual essay.
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245 1 0 $a Eliminating race, class, and gender oppression in the classroom: Theory and best practices, with contextual essay.
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500 $a Core Faculty: Stanford Searl, Jr.
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520 $a Lyon's extensive research of liberation-oppression literature revealed a significant lack of information in educational textbooks concerning socially relevant classroom issues of race, socio-economic class, and gender found in a typical classroom. It was hypothesized that a teacher's attitude and personal experiences concerning key issues of race, socio-economic class, and gender directly influenced the teacher-student relationship. Testing this hypothesis as a university education professor in her pre-service and returning classroom teacher courses, Lyon found the insight to be accurate.
520 $a To gather data, Lyon's students learned precise liberation theory focusing upon racial issues, socio-economic class issues and gender issues. Based upon the use of dyad listening skills, examination of personal emotional experiences with specific oppressions, these students provided definitive feedback that formulated the concept for the Teacher's Handbook project. Dialogue, personal professional experiences, student's written reports of experimentation with specific children in individual classrooms, interviews with specific teachers, research reading, and student reports of literature reviews of educational texts provided the foundation for this Social Action Project.
520 $a Deducing a real need for addressing prejudices brought into the classroom by both students and teachers, Lyon wrote the dissertation as a Social Action Project with Contextual Essay. The handbook's design provided theory examination of each topic based upon successful experimentation with university students and teachers. Chapters examine the essential tools needed to begin the process of eliminating prejudices relevant to the classroom---Listening Skills and Emotional Release. The general theory of liberation-oppression is followed by the specific chapters on examining race, economic class and gender issues in the classroom. A practical section titled "Activities from Liz's Classroom" translated theory into classroom practices with activities appropriate for a teacher in-service meeting. A brief concise bibliography concluded each chapter.
520 $a "The Teacher's Handbook: Eliminating Race, Class, and Gender Oppressions in the Classroom: Theory and Best Practices" provides a resource needed by both individual teachers and teacher education instructors. It is also useful for parent-teacher meetings as well as school districts. Openly discussing oppressions with active classroom participation in liberation practices can enhance the democratic process while empowering individual students.
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