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Equity, Teaching Practice and the Curriculum by Ninni Wahlström Pdf
This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students’ future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.
Culturally Responsive Teaching and The Brain by Zaretta Hammond Pdf
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
Equity-Centered Trauma-Informed Education by Alex Shevrin Venet Pdf
Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.
"Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve." --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by "teachers" they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation "Every student," Mirko and Katie insist, "deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability." Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669
The Impact of Identity in K-8 Mathematics Learning and Teaching by Julia Aguirre,Danny Bernard Martin Pdf
Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics? This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep with mathematics; leveraging multiple mathematical competencies; affirming mathematics learners’ identities; challenging spaces of marginality; and drawing on multiple resources of knowledge. Special features of the book: Classroom vignettes, lessons, and assessments showing equity-based practices Tools for teachers’ self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u Suggestions for partnering with parents and community organisations End-of-chapter discussion questions
From Equity Insights to Action by Andrea M. Honigsfeld,Maria G. Dove,Audrey Cohan,Carrie McDermott Goldman Pdf
Your Greatest Assets are Right Before Your Eyes: Your Multilingual Learners! Equity for multilingual learners (MLLs) means that students’ cultural and linguistic identities, backgrounds, and experiences are recognized as valued, rich sources of knowledge and their academic, linguistic, literacy, and social–emotional growth is ensured to the fullest potential. This ready-to-use guide offers practical, classroom-level strategies for educators seeking thoughtful, research-informed, and accessible information on how to champion equity for MLLs in a post-COVID era. Focused on the deliberate daily actions that all teachers of multilingual learners can take, this resource guide captures a compelling advocacy framework for culturally and linguistically responsive equity work, including Authentic examples of how educators understand and support MLLs through an equity lens Student portraits of multilingual learners’ experiences Accessible answers to essential how-to questions Robust professional learning activities Access to print and online resources for additional information Thoughtful probes throughout the guide help teachers develop student agency and foster pathways in their own practice and communication with multilingual learners.
Self-study and Inquiry into Practice by Linda R. Kroll Pdf
There are new pressures and familiar pressures on teacher educators to prepare teachers who will be able to teach successfully in a changing world, and who will be able to change the world. The question of how to prepare well-qualified teachers has become an international question with global responses and consequences. This book describes a stance
Teaching for Equity and Diversity by Rovell Patrick Solomon,Cynthia Levine-Rasky,Jordan Singer Pdf
This book is the first national study of Canadian educators' perspectives and practices of multicultural and anti-racism education. It explores teachers' perspectives on race and ethno-cultural equity, and offers solutions for some of the most pressing social justice and diversity issues facing educators in contemporary Canadian schools and society. The authors suggest that the ineffectiveness of professional development initiatives to move educators from a posture of resistance to one of transformation points to the need for a more progressive anti-racism teacher education pedagogy. Based on a proven Urban Diversity Teacher Education model, this book provides theoretically driven practices for simultaneous renewal of teacher education in the university, partnership schools and the communities they serve. It links the sensitive issues of race, ethnicity and culture to broader equity, social justice and diversity themes in Canadian society and institutions.
Teaching and Learning for Social Justice and Equity in Higher Education by Laura Parson,C. Casey Ozaki Pdf
This book focuses on research-based teaching and learning practices that promote social justice and equity in higher education. The fourth volume in a four-volume series, this book critically addresses virtual and remote classroom settings. Chapters explore contexts within and outside the classroom, including a history of online learning; research on student engagement and perceptions; specific, actionable pedagogical or curriculum recommendations; and the application of traditional learning theories in virtual settings. The volume also explores how online education, through a technopositivist lens, promotes and reinforces sexist, racist, and gendered behaviors, as well as the role of the "student as consumer," troubling education in virtual settings in a way that allows for deeper discussion about how to make virtual education emancipatory and empowering.
Toward Gender Equity in the Classroom by Janice Streitmatter Pdf
Drawing on conversations with and observations of eight pre-school through high-school teachers, presents aspects and issues of gender equity in teaching rather than in learning, emphasizing the contrast between the teachers' beliefs and their practice. Explores how the educational institutions contribute to gender socialization and how teachers ca.
From theory to practice; References; CHAPTER 5: Learner diversity, pedagogy and educational equity; Learning outcomes; Introduction; Understanding diversity and difference; Professional knowledge and educational equity; Teaching all students; Planning multilevel curriculum and inquiry; How equity works in practice; Summary; From theory to practice; References; PART 3: Preparation, practice and process; CHAPTER 6: The curriculum; Learning outcomes; Introduction; What is curriculum? Exploring the notion of curriculum; Curriculum as cultural construction; Models of curriculum
Opportunity and Performance by Sam Redding,Linda Cavazos,Allison Layland,Janet Twyman,Bi Vuong Pdf
Because everyone from policymakers to classroom teachers has a role in achieving greater equity for children from poverty, this book provides a sweeping chronicle of the historical turning points—judicial, legislative, and regulatory—on the road to greater equity, as background to the situation today. It provides succinct policy recommendations for states and districts, as well as practical curricular and instructional strategies for districts, schools, and teachers. This comprehensive approach—from the statehouse to the classroom—for providing children who come to school from impoverished environments with the education in which they thrive, not merely one that is comparable to others, truly enlists everyone in the quest for opportunity and performance. The next step toward equity may be taken by a governor, but it may also be taken by a teacher. One need not wait for the other. Press Relaease Redding, S. (Ed.). (2021). Opportunity and performance: Equity for children from poverty. Information Age. Copyright: Academic Development Institute • historical and legislative background for understanding current situation • analysis of poverty’s impact on learning from multiple perspectives • likely effects of COVID pandemic on learning and what to do about it • proximal (classroom) and distal (system) levers for change • actionable steps for teachers, schools, districts, states • what can be done to disrupt poverty’s impact on learning, "right here, right now” • disproportionately positive effects (DPEs) of high-impact strategies • goalposts for measurement of progress by schools, districts, states • glossary of terms and discussion prompts Last year, 2021, saw a host of books and articles addressing aspects of “equity,” some mounting the bandwagon of advocacy and some arguing what the term itself actually means. But where were the clear-eyed analyses and practical solutions for educators? After more than a year of focused attention to equity by five education scholars, their book, Opportunity & Performance, entered this stream of publications. The team is associated with the Academic Development Institute and their collaboration was supported by the National Comprehensive Center. This book is unique and distinct from others in several ways. First, the authors agreed early on to put boundaries around a topic that could otherwise run loose with ambiguity. As they were all educators, the book would focus on equity in education. As equity could be viewed from the perspective of a variety of groups that seek it—racial and ethnic groups, children with disabilities, and English learners prominent among them—the team of authors chose to devote the book to the one historically underserved group that most pervasively suffers in terms of academic achievement and that includes the other groups. That group is children from poverty. The five authors are not only researchers, their careers bristle with experience in schools and agencies that work with schools. From different disciplinary fields within education, they have all created and implemented strategies to improve learning and to measure that improvement. The authors were determined to logically and persuasively link their conclusions from the research on poverty, on learning, and on the nexus of the two. They wanted the book to be useful. They sought a respectful tone that would encourage common ground and constructive action to open doors of opportunity and achieve greater learning for students from impoverished environments. The book’s authors and external advisors brought to the work a diversity of professional background and expertise on historically underserved students, children from poverty, effective instruction, systems change, and methods for evaluating progress. Equity of opportunity: Each student—despite family income, race, ethnicity, gender, language, or disability—has the opportunity to attend schools, access courses and programs, and be taught by teachers that meet standards of quality on a par with schools attended by their peers. Equity of performance: The schools, courses, programs, and teachers that serve students from historically underserved groups reorient their curriculum, instruction, and support services to ameliorate disadvantages these students may disproportionately bear, optimizing learning results for these students. The Book's Authors Linda Cavazos, Ph.D., is a researcher and technical assistance provider with more than 25 years of experience in education supporting the needs of culturally and linguistically diverse learners and directing projects in the areas of equity, diversity, inclusion, literacy, and cultural and linguistic competence, responsiveness, and sustainability. Allison Layland, Ph.D., is the Chief Education Strategist for the Academic Development Institute (ADI) with projects in several regional centers. She has con¬sulted with 11 state education agencies on effective implementation of the Individuals with Disabilities Education Act and has more than 20 years of teaching and leadership experience in general and special education at the school, district, and state levels. Sam Redding, Ed.D., is Chief Learning Scientist and a consultant to three regional centers. Dr. Redding also served as the Associate Director of the Center on School Turnaround (WestEd) and as Senior Learning Specialist for the Center on Innovations in Learning (Temple University), and Director of the Center on Innovation & Improvement. As a Senior Research Associate at the Laboratory for Student Success, he headed the Lab’s research and implementation of comprehensive school reform. Janet S. Twyman, Ph.D., BCBA, LBA, Dr. Twyman is a consultant for the Academic Development Institute. Throughout her career as a preschool and elementary teacher, school principal and administrator, university professor, instructional designer, distance learning architect, and educational consultant, Dr. Twyman has been a proponent of effective learning tech¬nologies that produce individual and system change. She has presented to and worked with education systems, organizations, and institutions in over 50 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. Bi Vuong, MPA, is the Managing Director, Education Practice with Project Evident. Before joining Project Evident, Bi was the Director of Proving Ground at the Center for Education Policy Research at Harvard University. She also launched the National Center for Rural Education Research Network. Prior to Proving Ground, she served as the Deputy Chief Financial Officer for the School District of Philadelphia. Bi serves as a consultant for the Academic Development Institute with project assignments for several regional centers. The Book’s External Advisors Patricia Edwards, Ph.D. is professor of language and literacy at Michigan State University, a member of the Reading Hall of Fame, with research and publications on multicultural literacy, parent involvement, and related topics, especially among poor and minority children. Sheneka Williams, Ph.D. is professor and chairperson of the Department of Educational Administration at Michigan State University with a outstanding body of research on educational opportunity for African American students. T. V. (Joe) Layng, Ph.D. is a behavioral scientist with a distinguished career in research and practice, advancing learning through effective instruction for diverse students; Dr. Layng’s work focuses on the integration of technology with instructional design and systemic behavior interventions. Contact: Dr. Sam Redding at [email protected]
"Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact." —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a "fixed mindset" about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a "true north" orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, "Grading practices are a mirror not just for students, but for us as their teachers." Each one of us should start by asking, "What do my grading practices say about who I am and what I believe?" Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference.
Bridging Literacy and Equity by Althier M. Lazar,Patricia A. Edwards,Gwendolyn Thompson McMillon Pdf
Bridging Literacy and Equity synthesizes the essential research and practice of social equity literacy teaching in one succinct, user-friendly volume. Chapters identify six key dimensions of social equity teaching that can help teachers see their students’ potential and create conditions that will support their literacy development. Serving students well depends on understanding relationships between race, class, culture, and literacy; the complexity and significance of culture; and the culturally situated nature of literacy. It also requires knowledge of culturally responsive practices, such as collaborating with and learning from caregivers, using cultural referents, enacting critical and transformative literacy practices, and seeing the capacities of English language learners and children who speak African American Language. Each chapter includes a “Reflection and Inquiry” section, with exercises to help readers relate chapter concepts and issues to their own teaching practices. “This will be an invaluable and popular resource for classroom teachers.” —Karen Lowenstein, Educator Preparation Consultant, Colorado Department of Education “Individuals already involved in the classroom and others preparing to become teachers who are genuinely committed to high quality education for all children will find Bridging Literacy and Equity a welcomed and empowering call to action.” —From the Foreword by Geneva Gay
