Confronting the Equity "Learning Problem" through Practitioner Inquiry

Autor/in	Ching, Cheryl D.
Titel	Confronting the Equity "Learning Problem" through Practitioner Inquiry
Quelle	In: Review of Higher Education, 41 (2018) 3, S.387-421 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Equal Education; Inquiry; Teacher Workshops; College Faculty; Community Colleges; College Mathematics; Active Learning; Course Descriptions; Reflection; Teacher Role; Faculty Development; Concept Formation; Program Effectiveness; Educational Practices; Observation; Teacher Surveys + Suchen Sie Ihr Suchwort? Fakultät; Community college; Community College; Aktives Lernen; Kursstrukturplan; Lehrerrolle; Concept learning; Begriffsbildung; Bildungspraxis; Beobachtung
Abstract	This study examined how participation in an inquiry-based workshop on assessing course syllabi for equity-mindedness and cultural inclusivity fostered community college math faculty learning about racial/ethnic equity and equity-mindedness. Findings show that the workshop prompted reflection on what equity means and how participants' teaching practices and classroom environments affect students, especially students of color. For some, reflection was followed by insights about their role as instructors and equity-minded changes in practice; for others, reflection affirmed the value of their existing conceptions and current practice. Despite initial signs of learning, there was little evidence that participants developed lasting equity-mindedness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01