Toward Educator Equity: An Examination of Missouri Equity Lab Outcomes in Ensuring Equitable Access to Excellent Educators

Autor/in	Dixon-Seahorn, Andrea J.
Titel	Toward Educator Equity: An Examination of Missouri Equity Lab Outcomes in Ensuring Equitable Access to Excellent Educators
Quelle	(2018), (172 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, William Woods University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4384-4405-8
Schlagwörter	Hochschulschrift; Dissertation; Equal Education; Teacher Effectiveness; Access to Education; Low Income Students; Poverty; Teacher Student Relationship; Disadvantaged Schools; Beginning Teachers; African American Students; Hispanic American Students; Minority Group Students; Rural Schools; State Programs; Teacher Recruitment; Teacher Persistence; Faculty Development; Educational Objectives; Teacher Education; Missouri + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Education; Access; Bildung; Zugang; Bildungszugang; Armut; Teacher student relationships; Lehrer-Schüler-Beziehung; Junior teacher; Junglehrer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Regierungsprogramm; Lehrerrekrutierung; Educational objective; Bildungsziel; Erziehungsziel; Lehrerausbildung; Lehrerbildung
Abstract	This qualitative research study was focused on equitable access that promotes a more balanced distribution of highly effective teachers across school systems, particularly in those settings where there are higher concentrations of underserved student populations. Research has shown the lowest poverty students were twice as likely to have access to the best teachers compared to their peers who attended the highest poverty schools (Max & Glazerman, 2014). Gagnon and Mattingly (2015) found higher beginning teacher rates were strongly correlated with schools with greater percentages of students living in poverty, higher concentrations of Black and Hispanic students, or those in rural locations. Educator equity data from the 2013-2014 S.Y. as outlined in Missouri's State Educator Equity Plan revealed, high-poverty, high-minority, and rural students experienced less effective teachers at higher rates than students in more affluent schools (Missouri Department of Elementary & Secondary Education (2015). This study examined the outcomes of district participation in the Missouri Equity Lab, between January 2016 and March 2017, to ensure equitable access to excellent educators through the development of a Local Equitable Access Plan. It was hypothesized by the researcher that LEA study participants who attended the Missouri Equity Lab took measures to move toward educator equity, even if a written Local Equitable Access Plan was not formally developed. Of the ten districts from urban, rural, suburban, and Charter school settings that participated in the research study, it was determined that actionable steps were taken by nine of ten (90%) LEA's to move toward educator equity. This led to the development of the Educator Equity Theory of Action, founded upon the prevailing themes of the study: (a) Recruitment and Retention; (b) Equity in Action; (c) Professional Learning; (d) Vision and Mission; (e) Educator Preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01