Open Access. Powered by Scholars. Published by Universities.®

Elementary Education and Teaching Commons™

Open Access. Powered by Scholars. Published by Universities.®

Equity

Discipline
Institution
Publication Year
Publication
Publication Type

Articles 1 - 30 of 32

Full-Text Articles in Elementary Education and Teaching

Remixing Dialogue: A Case Study On Perceptions Of Hip Hop Pedagogy In A Professional Learning Course, Kelly J. Thelen Aug 2026

Remixing Dialogue: A Case Study On Perceptions Of Hip Hop Pedagogy In A Professional Learning Course, Kelly J. Thelen

Dissertations, Theses, and Projects

This qualitative case study examines how teachers’ decision-making and professional autonomy shift while participating in a Hip Hop Pedagogy Professional Learning course supported by structured FIXIT (Lo & Wachter, 2023a, 2023b, 2023c, 2023d; Wachter & Lo, 2024) game-facilitated dialogue in a rural, culturally and linguistically diverse Midwest community. Grounded in Freire’s (1970) Critical Pedagogy, Ladson-Billings’ (1995) Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy (Paris and Alim, 2017), and Adult Learning Theory (Knowles et al., 2005), the study explores the reclamation of agency by teachers in a time of constrained creativity and educator autonomy shaped by strict policy environments, an emphasis on …

Go to article

Unfreezing Language: A Decolonial Reframing Of Translanguaging Pedagogies In English As A New Language & Dual Language Bilingual Education Settings, Cristian R. Solorza Jun 2026

Unfreezing Language: A Decolonial Reframing Of Translanguaging Pedagogies In English As A New Language & Dual Language Bilingual Education Settings, Cristian R. Solorza

Dissertations, Theses, and Capstone Projects

This qualitative multi-case study examines how elementary teachers in English as a New Language (ENL) and Dual Language Bilingual Education (DLBE) settings conceptualize, implement, and reflect upon translanguaging pedagogies, with particular attention to translanguaging rings as tools for language differentiation. Grounded in a rearticulation of language as a dynamic, socially, politically, and historically constructed subject and object, this study challenges monoglossic ideologies that position named languages as bounded systems at the center of language education. Instead, it centers students’ lived, embodied, and agentive language practices as foundational to language learning and to their participation as knowledge producers in ENL and …

Go to article

Understanding Technology Integration Through Hermeneutic Interpretation: A Study Of Faculty Experiences At An Hbcu, Jill Ardley, Tamara Smith-Moyler, Keesha M. Kerns, Beatrice Darden-Woody, Priscilla Spencer, Ronald White Jan 2026

Understanding Technology Integration Through Hermeneutic Interpretation: A Study Of Faculty Experiences At An Hbcu, Jill Ardley, Tamara Smith-Moyler, Keesha M. Kerns, Beatrice Darden-Woody, Priscilla Spencer, Ronald White

International Journal of Teaching and Learning in Higher Education

This study explores how six education faculty members in the School of Education at a Historically Black College and University (HBCU) in the southeastern United States interpret and implement instructional technology instruction through a hermeneutic theoretical lens. Grounded in the HBCU’s School of Education vision statement, the research investigates how faculty members’ understanding of human learning behaviors shapes their pedagogical choices within School of Education courses. The qualitative analysis revealed three key themes: (1) Technology as a Tool for Equity and Inclusion, (2) Alignment with the School of Education Vision, and (3) Student-Centered, Practice-Oriented Use of Technology. Rather than employing …

Go to article

Leveraging Funds Of Knowledge And Funds Of Identity: Exploring Equitable Strategies For Diverse Classroom Settings, Evana Nusrat Dooty Jan 2026

Leveraging Funds Of Knowledge And Funds Of Identity: Exploring Equitable Strategies For Diverse Classroom Settings, Evana Nusrat Dooty

Graduate Theses, Dissertations, and Problem Reports (ETD)

This study explores how elementary teachers in the U.S. perceive and incorporate students’ Funds of Knowledge (FoK) and Funds of Identity (FoI) to promote equity in diverse classroom settings. A review of literature highlights the significance of culturally responsive pedagogy, FoK & FoI frameworks, and equity-oriented teaching practices. Semi-structured interviews were conducted to collect participants’ perspectives on leveraging students’ home and community knowledge in instructional planning and classroom interactions. Lesson plans were collected from all participants to get idea about how they could utilize  FoK and FoI approach in their classroom instruction. The findings highlight the need for teacher preparation …

Go to article

Expanding The Role Of Embodiment And Teacher Noticing In Units Coordination And Construction, Claudia Bertolone-Smith, Jonathan Troup, Liza Bondurant, Diana Moss, Hortensia Soto Jul 2025

Expanding The Role Of Embodiment And Teacher Noticing In Units Coordination And Construction, Claudia Bertolone-Smith, Jonathan Troup, Liza Bondurant, Diana Moss, Hortensia Soto

Journal of Practitioner Research

We aim to expand units coordination and construction assessment by examining the significance of embodiment and teacher noticing, especially in relation to recent developments in equitable mathematics teacher noticing research. We outline our approach as mathematics teacher educators with a wide range of expertise, wherein we investigated how prospective elementary mathematics teachers (PTs) notice students' units construction and coordination through embodied actions and the impact of incorporating a focus on embodiment in assessment. We also address how expanding the understanding of units coordination and construction assessment through embodied noticings can create more equitable classroom spaces. The study emphasizes the need …

Go to article

Centering Equity In An Ai-Generated Literacy Read Aloud Lesson Plan Brought To Life By Preservice Teachers, Denise Farrelly Jan 2025

Centering Equity In An Ai-Generated Literacy Read Aloud Lesson Plan Brought To Life By Preservice Teachers, Denise Farrelly

Open Educational Resources

This resource is a series of in-class activities geared toward preservice teachers (PSTs) focused on how to center equity in their instructional planning and lesson implementation. PSTs will be able to use a generative AI tool to select an appropriate read aloud book and create the framework for a literacy lesson plan that stems from their own students’ interests. While AI will generate the learning objectives, standards, and basic procedures for the lesson plan, the PSTs will integrate the student-centered and culturally-responsive elements such as meaningful and engaging questioning, activities, and assessments. PSTs will consider these factors as they revise …

Go to article

Penetrating The Academic Echo Chamber Through Podcasting, David A. Wilson Phd Dec 2024

Penetrating The Academic Echo Chamber Through Podcasting, David A. Wilson Phd

Intersections: Critical Issues in Education

The scope and breadth of the content of college courses is often limited to the students who attend them. This is particularly true regarding theoretical courses, such as those involving theories and practices related to bilingual education. A new podcast created by an instructor of such a course aims to expand the reach of the course content to other students, educators, and the general public, who may not have taken such courses. This opinion piece addresses how the podcast came into being, as well as its current and future goals.

Go to article

Inquiry Into Equity Practice In A “White Space”: Student-Led Discussions And Academic Discourse, Caran Mullins Sep 2024

Inquiry Into Equity Practice In A “White Space”: Student-Led Discussions And Academic Discourse, Caran Mullins

Journal of Practitioner Research

In this study I used teacher inquiry to explore how to better engage my Black and Brown elementary students in student led discussions that could enhance academic discourse. The research questions driving my work emerged at the intersection of my beliefs and commitment to creating an equitable learning environment. Specifically, I wanted to know: (1) How do I scaffold my minority students to increased participation in academic discourse?, (2) How might these scaffolds support their development of metacognition, reading comprehension, and deeper critical thinking?, And (3) How do these scaffolds contribute to student feelings about their voice and place in …

Go to article

Digital Intelligence In Egypt’S K-12 Public Schools: Educators’ Perspectives, Mohammed Al Mousa Jun 2024

Digital Intelligence In Egypt’S K-12 Public Schools: Educators’ Perspectives, Mohammed Al Mousa

Theses and Dissertations

Technological integration has been a dominant feature of Egypt’s education recently, especially after the announcement of the Education 2.0 initiative, which aims to transform Egypt's education to digital-based and skill-based learning (UNICEF, n.d.), Ever since, public schools in Egypt started adopting technology into teaching practices through online classes, digital textbooks, e-learning platforms, and digital examinations. This educational transformation requires teachers and students to possess the knowledge, skills, attitudes, and values to become effective and responsible users of the transforming digital education system and the digital world in general, which are collectively known as Digital Intelligence (DQ). Despite the substantial role …

Go to article

Computational Thinking In Stem Teaching: Preservice Teachers' Conceptualizations And Practices, Wei Wei, Jesse Ha, Kimberley Gomez, Anuradha Ghosh Mar 2024

Computational Thinking In Stem Teaching: Preservice Teachers' Conceptualizations And Practices, Wei Wei, Jesse Ha, Kimberley Gomez, Anuradha Ghosh

Department of Teaching and Learning Scholarship and Creative Works

Within a two-year urban teacher residency program at [University], which focuses on training high school teachers to incorporate computational thinking (CT) into STEM education with an emphasis on equity, this study delves into how these preservice teaching residents (TRs) understood and applied CT in high school STEM settings. Based on our initial thematic content analysis of ten 30-minute artifact-based interviews, teachers' understanding and application of CT could be categorized in two ways: 1) One group of teachers showcased clear, explicit knowledge of CT and actively incorporated it into their instruction; 2) Another group, despite their evident understanding of CT, subtly …

Go to article

Empowering Diverse Learners: A Comprehensive Approach To Differentiated Instruction (Di) And Culturally Responsive Teaching (Crt), Sujeong Lee Jan 2024

Empowering Diverse Learners: A Comprehensive Approach To Differentiated Instruction (Di) And Culturally Responsive Teaching (Crt), Sujeong Lee

Education | Graduate Culminating Projects

Empowering Diverse Learners: A Comprehensive Approach to Differentiated Instruction (DI) and Culturally Responsive Teaching (CRT) explores the integration of DI and CRT to create inclusive and equitable educational environments. This project aims to transform classrooms into spaces celebrating students' cultural heritage and addressing diverse learning needs. The primary objectives are to develop inclusive classroom activities, curate practical resources, and design professional development modules. A central feature of this project is the interactive Padlet, "Teacher's Hub: Effective Teaching Resources", which provides a dynamic platform for educators to access and share valuable resources, lesson plans, and strategies for implementing DI …

Go to article

Exploring Perceptions Of Advanced Coursework Enrollment Practices: A Multiple Case Study, Tomika Ferguson, David B. Naff, Jenna Lenhardt, Amy E. Jefferson, Isaiah Moore, Andrea Herndon, Richard Ashburn, Jessica Harris, Jenna Conlee, Courtney Forstmann Jan 2024

Exploring Perceptions Of Advanced Coursework Enrollment Practices: A Multiple Case Study, Tomika Ferguson, David B. Naff, Jenna Lenhardt, Amy E. Jefferson, Isaiah Moore, Andrea Herndon, Richard Ashburn, Jessica Harris, Jenna Conlee, Courtney Forstmann

MERC Publications

This report from the Metropolitan Educational Research Consortium highlights findings from a multiple case study exploring enrollment practices related to advanced coursework matriculation in a suburban middle school and rural high school. In connection with the MERC Equitable Access and Support for Advanced Coursework study, this multiple case study included perspectives from students, parents, and educators as they reflected on the factors that support and inhibit access for advanced courses in their schools.

Go to article

Encouraging Equity Through Rural Elementary Professional Learning, Jana K. Stone Jan 2024

Encouraging Equity Through Rural Elementary Professional Learning, Jana K. Stone

Graduate Theses, Dissertations, and Problem Reports (ETD)

This study employed design-based research to explore the efficacy of professional learning materials and approaches in developing social justice advocacy with rural elementary teachers in Appalachia. Bronfenbrenner’s (2005) bioecological theory and Boler’s (1999) pedagogy of discomfort formed the theoretical framework for the design, implementation, and analysis. Mid-way through the study, Allport’s (1954) contact hypothesis was included to inform the revision of intervention approaches. Four elementary teachers attended seven in-person informational discussion meetings over five months. During this time, these teachers also read two books and completed journal responses and surveys. The qualitative data was analyzed using Braun and Clark’s (2006) …

Go to article

Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek Dec 2023

Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek

Electronic Theses and Dissertations

The purpose of this study was to investigate the beliefs K-12 teachers have when working with students with disabilities in a rural Pennsylvania school district. This study aimed to identify if teachers’ personal beliefs created biases about their students and school systems; thus, forming barriers and preventing an inclusive education when working with disabled students. Instrumentation for this quantitative study is the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) survey. Findings suggest that some teachers at Sunnyside School District (pseudonym) hold personal beliefs that could create biases about their students and school system that may form barriers when working with …

Go to article

Mathematical Identities And Tracking: An Exploration Of Efficacy In Children And Women, Emma Hagan Jul 2023

Mathematical Identities And Tracking: An Exploration Of Efficacy In Children And Women, Emma Hagan

Education | Master's Theses

This study seeks to understand the impact of elementary school mathematical identities and mathematics tracking on the identities of women and girls. “Tracking” is an institutionalized education method developed in the 1960s and 1970s in which schools sort their students into smaller class-sized groups based on their observed achievement (Domina et al., 2016). Too often, when students test onto the lower track, they are confronted with a sense of futility and a lack of self-efficacy (Domina, Hanselman, Hwang & McEachin, 2016; Houtte & Stevens, 2015). Further, in STEM disciplines, students who identify as female report lower self-efficacy rates than those …

Go to article

Identity, Access, And Equity: An Exploratory Mixed-Methods Study Of Mathematics Identity And Socialization In Pre-Service Teachers, Ashley Renaire Davis Jun 2023

Identity, Access, And Equity: An Exploratory Mixed-Methods Study Of Mathematics Identity And Socialization In Pre-Service Teachers, Ashley Renaire Davis

Dissertations, Theses, and Capstone Projects

Teaching practices in early childhood through post-secondary learning settings continue to reproduce inequities in mathematics education despite recognition of math’s utility and its necessity for competitiveness in the global economy. For reform efforts to be successful, teachers must change the way mathematics is presented in classrooms where students often experience differences in exposure to mathematics content and time spent covering particular mathematics topics. Therefore, teachers represent a critical component in the cycle of reproduction of unequal access to mathematics. This mixed-methods study examined the processes of mathematics identity formation and mathematics socialization in a diverse sample of pre-service elementary and …

Go to article

How Do They See Me? Examining The Experiences Of Faculty In The Context Of Classroom Whiteness Factors, Papia Bawa, Diantha Watts Dr. Feb 2023

How Do They See Me? Examining The Experiences Of Faculty In The Context Of Classroom Whiteness Factors, Papia Bawa, Diantha Watts Dr.

Journal of Research Initiatives

Today polarized attitudes and aptitudes have created a subtle but steady paradigm shift in the way equity, diversity, and inclusivity (EDI) issues are seen by stakeholders. As a result, focusing on critical aspects of equity relationships and the fallout from discriminatory attitudes towards marginalized groups has become ever more needed. While diversity issues exist in all societal, professional, and personal realms, its impact within educational institutions is perhaps the most deeply profound. This Hermeneutic Phenomenology study examines the experiences of six higher education faculty who teach predominantly white student classrooms to identify issues and recommendations with respect to their relationship …

Go to article

Supporting English Learners In The General Classroom, Stephanie L. Gamble Dec 2022

Supporting English Learners In The General Classroom, Stephanie L. Gamble

Masters Projects

The American public school classroom is rapidly changing, and as a result the needs in the classroom are changing. According to the NYU Steinhart school of culture, the average K-12 public school classroom is made up of about 20% English language learners. Researchers predict that percentage will climb to 25% by the year 2025, making EL students the fastest growing population in American public schools (Staff, 2021). The purpose of my research was to find ways that educators can better reach these students and decrease the opportunity gap between these students and their peers. Teachers across the country are struggling …

Go to article

Investigating The Theoretical Orientations Of Select Louisiana Preservice Teachers Regarding Teaching Reading: A Mixed-Methods Study, Megan Jenny Oct 2022

Investigating The Theoretical Orientations Of Select Louisiana Preservice Teachers Regarding Teaching Reading: A Mixed-Methods Study, Megan Jenny

LSU Doctoral Dissertations

Teacher quality is one of the most significant factors contributing to student success, and Teacher Preparation Programs (TPPs) are traditionally responsible for teaching preservice teachers how to teach reading. Effective reading instruction is responsive, complex, and equitable. Acknowledgement of a disconnect between preparation programming and critical teacher knowledge for teachers of reading indicated a need for this exploratory mixed-methods study. The purpose of the current study, grounded by the theoretical framework of Sociocultural Theory, was to investigate what a select group of 21 preservice grades 1-3 elementary teachers were taught about teaching reading, preservice teachers’ theoretical orientations for teaching reading, …

Go to article

Representation Of African American/Black Men Educators In K-12 Public Schools: Impact On Recruitment, Retention, And Responsibilities To Education, Tekyesha Gault Anderson May 2021

Representation Of African American/Black Men Educators In K-12 Public Schools: Impact On Recruitment, Retention, And Responsibilities To Education, Tekyesha Gault Anderson

ATU Theses and Dissertations 2021 - Present

Almost seven decades after the Supreme Court’s 1954 Brown v Board of Education decision, African American/Black men are still vastly underrepresented in the K-12 public education profession. For this qualitative, phenomenological research study, a small sample of this demographic of educators, who chose to enter and remain in the profession, shared their lived experiences. Three research questions informed this study: (1) What are African American/Black men’s perceptions of their representation in the K-12 public education profession? (2) What are African American/Black men’s perceptions regarding their entrance and retention in the K-12 public education profession? and (3)What are African American/Black men’s …

Go to article

How Can School Leaders Support Teachers In Becoming Culturally Proficient? Lessons From Teachers And School Leaders That Support Culturally Relevant Teaching Practices, Sherri Simek Rodriguez Apr 2021

How Can School Leaders Support Teachers In Becoming Culturally Proficient? Lessons From Teachers And School Leaders That Support Culturally Relevant Teaching Practices, Sherri Simek Rodriguez

Dissertations

This study was a program evaluation of educator cultural proficiency in a suburban school district in Illinois from 2019-2020. The primary research question explored was how school leaders can support teachers to become culturally proficient in order to support underserved students. Employing a qualitative research methodology, with data gathered from school leader and teacher interviews, and document analysis, this study identified key components to improve culturally proficient practices. Policy implications and recommendations highlight the following: ensure that all staff members examine and eliminate institutional beliefs, policies, practices, and teaching that perpetuate racial inequalities; implement culturally relevant practices; and prepare all …

Go to article

Lesson Study: A Proposed Intervention For Professional Development Of Diversity, Equity, And Inclusion Instruction In A Multicultural Classroom, Michael L. Hixon Mar 2021

Lesson Study: A Proposed Intervention For Professional Development Of Diversity, Equity, And Inclusion Instruction In A Multicultural Classroom, Michael L. Hixon

Journal of Sustainable Social Impact

This paper responds to the proposed implementation of lesson study as a professional development intervention for multicultural instruction in the United States. It includes an investigation of the literature in relation to the use of higher-order thinking skills, Banks’s four approaches for integrating multicultural instruction, and lesson study as a proposed professional development intervention in multicultural instruction. The conclusion provides a discussion of insights into K–12 educators’ needs for professional development opportunities to ensure that they provide diverse, equitable, and inclusive learning environments for all of their students. Creating diverse, equitable, and inclusive learning opportunities for students would be meaningful …

Go to article

Engaging Equity Pedagogies In Computer Science Learning Environments, Tia C. Madkins, Nicol R. Howard, Natalie Freed Nov 2020

Engaging Equity Pedagogies In Computer Science Learning Environments, Tia C. Madkins, Nicol R. Howard, Natalie Freed

Journal of Computer Science Integration

In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States. In sharing our definition of equity, along with our rationale for how and why these strategies can be taken up in computer science (CS) …

Go to article

“There Is Subjectivity, There Is Bias”: Teacher Candidates’ Perceptions Of Equity In Data Literacy For Teaching, Heather Whitesides, Jori S. Beck Jan 2020

“There Is Subjectivity, There Is Bias”: Teacher Candidates’ Perceptions Of Equity In Data Literacy For Teaching, Heather Whitesides, Jori S. Beck

Teaching & Learning Faculty Publications

Research on equity in data literacy for teaching has lagged yet is of critical importance to ensuring new teachers are prepared to serve diverse students. Our multiple case study conveyed four elementary teacher candidates’ understandings of this construct and their reaction to instruction in this domain. Data collection included interviews, item analysis, and concept maps. Our participants developed a broader view of data by the end of the course, but often did not recognize inequitable data practices like tracking which conveys a misalignment between beliefs and practices. We explored implications for policy and practice based on our findings.

Go to article

Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff Jan 2020

Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff

MERC Publications

This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …

Go to article

Scholastic Liberation: Schools' Impact On African American Academic Achievement, Aaron M. Johnson Aug 2018

Scholastic Liberation: Schools' Impact On African American Academic Achievement, Aaron M. Johnson

Language Arts Journal of Michigan

This article addresses some of the factors that contribute to low achievement observed in African American students. It is common that either schools or school districts are unable to fix the problem or they are unaware about how the beliefs and attitudes about African American students can contribute to their low performance in school. Furthermore, this article encourages school institutions to examine themselves and change school environments to align to the identities of African American students. African American students must be liberated from negative assumptions about them and to do that, individuals and the institution of school as a whole, …

Go to article

The Western Sydney Rustbelt: Recognizing And Building On Strengths In Pre-Service Teacher Education, Loshini Naidoo, Jacqueline Ann D'Warte Jan 2017

The Western Sydney Rustbelt: Recognizing And Building On Strengths In Pre-Service Teacher Education, Loshini Naidoo, Jacqueline Ann D'Warte

Australian Journal of Teacher Education

Preparing pre-service teachers to address the disparities in educational attainment that occur in settings with complex demographics such as high poverty and super diversity (Vertovec, 2007) require a theoretically driven contextual and spacial (Soja, 1996) understanding of disadvantage. This understanding highlights the structural and systemic inequalities that exist between the rich and the poor and limit social and economic mobility for disadvantaged students in schools. This paper uses a conceptual and spacial understanding to focus on the strategies implemented by a primary and secondary pre-service teacher program to support and improve pre-service teacher learning of disadvantaged schools. We detail approaches …

Go to article

The Impact Of Math Anxiety In The Primary Grades, Amanda R. Anderson-Mix Jan 2015

The Impact Of Math Anxiety In The Primary Grades, Amanda R. Anderson-Mix

Mathematics Graduate Theses

Math anxiety is an increasingly common occurrence among individuals when working with mathematical concepts. While researching math anxiety the author came across common gender stereotypes implying: women do not perform as well as men in the field of mathematics, women experience a much higher level of math anxiety than men, and most women do not appreciate performing mathematical tasks. Although the concept of math anxiety is an interesting topic to the author, it's important to look deeper than simply the question, “What is math anxiety?” Seeing these stereotypical assumptions that women have higher math anxiety levels, it made this author …

Go to article

What Is Equity? Ways Of Seeing, Christa Jackson, Cynthia Taylor, Kelley Buchheister Jan 2015

What Is Equity? Ways Of Seeing, Christa Jackson, Cynthia Taylor, Kelley Buchheister

Department of Child, Youth, and Family Studies: Faculty Publications

Prospective teachers must be prepared for their role in providing equitable access for learning high quality mathematics. Therefore, it is imperative that mathematics teacher educators provide opportunities to develop an equity-centered orientation in teacher preparation courses. In this study, we begin to address this issue by identifying what prospective teachers attend to in a classroom vignette of an African American male student who is above grade level in mathematics and exhibits disruptive behavior during instruction. The results of the study indicate that while participants are beginning to attend to cultural influences, most responses are focused on classroom management strategies

Go to article

The Impact And Effectiveness Of Student-Centered Classroom Structure, Amie P. Westberg Feb 2014

The Impact And Effectiveness Of Student-Centered Classroom Structure, Amie P. Westberg

Mathematics Graduate Theses

The purpose of this paper is to explore the effectiveness of student-centered learning as an alternative classroom structure. It is important that we continually reflect on our teaching methods and explore alternatives that can help give our students the best chance to succeed. While the literature is mixed with regard to which classroom style is best, there are many sources showing the benefits of student-centered instruction over a strictly teacher- centered classroom. Sources also showed that teachers do not need to choose exclusively one style of teaching, and that a blended classroom using a variety of teaching styles can be …

Go to article

Next Last