Recent literature reveals that while interacting with their students, many public school teachers exhibit behaviors that promote destructive gender and ethnic stereotypes (see Sadker & Sadker, 1994, and Murray & Clark, 1990, respectively). The current study attempted to determine whether such stereotyping occurred in a computer-based teaching environment which had been sensitive to teacher actions ranging from the deliberation that teachers use as they navigate a lesson (Strang, 1993) to the messages that they convey to their students at the close of a lesson
Relation:
Proceedings of the 6th International Conference of the Information Technology and Teacher Education, SITE Information Technology and Teacher Education Annual, 1995, 546-549.