- Ph.D.,Department of Curriculum,University of Toronto,1989
M.A.,Department of Curriculum ,University of Toronto,1984
M.Sc.,University of Miami,1981
B.Ed.,University of Miami,1979;
Teachers Certificate,College of the Bahamas/University of the West Indies, 1974
- Reading, Literacy, Language and English to Speakers of Other Languages (ESL/EFL), Teacher Professional Development
Gertrude Marilyn Tinker Sachs, Ph.D., is an associate professor of ESOL, Language and Literacy and the chair of the Department of Middle and Secondary Education. She is the co-editor (with Geeta Verma) of Critical Mass in the Teacher Education Academy: Symbiosis and Diversity (2013) and the author (with Belinda Ho) of EFL/ESL Cases: Contexts for Teacher Professional Development (2007). Tinker Sachs is the founding editor of the forthcoming international interdisciplinary peer-refereed journal Tradewinds and she is the co-editor of GATESOL in Action.
Tinker Sachs is concerned with community building through her partnerships in Atlanta with Latin America Association, Refugee Family Services, Rainbow Housing Authority and the Basilica of the Sacred Heart of Jesus Children’s Choir where she serves as co-director. She is the coordinator of her department’s 2013 award-winning ESOL endorsement program. She sees herself as a critical international intercultural teacher educator and has collaborative research projects with colleagues across the United States and in several countries, including the Bahamas, Canada, Haiti, Hong Kong, Macau and Thailand. She is the project leader for several projects including Fostering the Development of Dialogic Communities of Practice in the Bahamas. Tinker Sachs has an interest in activist research and community literacy practices as is evidenced by her recent work in the Atlanta Literacies Project with the People in the Parks. As a critical language, literacy and ESOL teacher educator professor, Tinker Sachs’ research focuses on local and international teacher professional development through transformative culturally responsive literacy pedagogies.
Please see my CV.
Tinker Sachs, G. and Verma, G. (Eds.). (2013). Critical Mass in the teacher education academy: Symbiosis and diversity. Chicago, IL: Common Ground Publishing.
Tinker Sachs, G. and Ho, B. (2007). EFL/ESL cases: Contexts for teacher professional discussions. Hong Kong: City University of Hong Kong.
Tinker Sachs, G. (Ed). (2002). Action research in English language teaching. Hong Kong: City University of Hong Kong.
Tinker Sachs, G. Brock, M. and Lo, R. (1996). “Directions in second language teacher education.” Proceedings of the third international conference in second language teaching. Hong Kong: City University of Hong Kong.