Integrating Professional Development on Mathematics and Equity: Countering Deficit Views of Students of Color

Autor/inn/en	Battey, Dan; Franke, Megan
Titel	Integrating Professional Development on Mathematics and Equity: Countering Deficit Views of Students of Color
Quelle	In: Education and Urban Society, 47 (2015) 4, S.433-462 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124513497788
Schlagwörter	African American Students; Teacher Attitudes; Beliefs; Racial Bias; Ethnic Stereotypes; Elementary School Teachers; Faculty Development; Intervention; Vignettes; Urban Education; Multicultural Education; Equal Education; Mathematics Education; Context Effect; Elementary School Mathematics; Teacher Workshops; Attitude Change; Affective Objectives; California + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lehrerverhalten; Belief; Glaube; Racial discrimination; Rassismus; National stereotype; Nationales Stereotyp; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Stadtteilbezogenes Lernen; Multikulturelle Erziehung; Mathematische Bildung; Elementare Mathematik; Schulmathematik; Attitudinal change; Einstellungsänderung; Kalifornien
Abstract	Research commonly finds that urban teachers bring deficit views about students of color with them into classrooms, and professional development efforts focused on this critical problem have been met with limited success. Therefore, scholars have called for work that integrates content and equity as a way to challenge teachers' deficit views at the same time as they transform content instruction. However, few examples exist that describe how to do this. This article helps to fill this gap. Rather than a research paper, it conceptually details one perspective on integrating mathematics and equity within professional development for urban elementary teachers. The focus is to support teachers in gathering counter evidence to challenge dominant deficit narratives about students of color. This builds a teacher community that tells different stories as they develop their mathematics teaching. The authors use three vignettes from this work to illustrate the professional development perspective in action. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01