Toward Equity in Mathematics Education for Students with Dis/Abilities: A Case Study of Professional Learning

Autor/inn/en	Tan, Paulo; Thorius, Kathleen King
Titel	Toward Equity in Mathematics Education for Students with Dis/Abilities: A Case Study of Professional Learning
Quelle	In: American Educational Research Journal, 56 (2019) 3, S.995-1032 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218811906
Schlagwörter	Case Studies; Mathematics Education; Communities of Practice; Urban Schools; Elementary School Teachers; Equal Education; Students with Disabilities; Faculty Development; Power Structure; Teacher Attitudes; College School Cooperation; Partnerships in Education; Teaching Methods; Teacher Collaboration; Access to Education; Inclusion; Magnet Schools; Professional Identity; Special Education Teachers; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematische Bildung; Community; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Hochschulpartnerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen
Abstract	This case study documents a professional learning community (PLC) comprised of urban elementary educators working toward equitable education for students with dis/abilities. We employ an equity-expansive learning frame to evoke and then examine tensions and contradictions that emerged during the PLC and mediated learning as evidenced by participants' expanded notions of equity. We introduced equity-oriented mathematics education content and tools based on what emerged from the PLC, then utilized an interpretive approach to analyzing data through a multistage process. Results indicate identity and power tensions that worked against equitable practices. However, participants recognized several tensions and proposed to address them as contradictions that mediated learning, thereby expanding notions of equitable education. (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