Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Ashlee B.; Aronson, Brittany; Ellison, Scott |
|---|---|
| Titel | Assessing Systemic Inequity: Teacher Perspectives, Solutions, and "Radical Possibilities" |
| Quelle | In: Urban Review: Issues and Ideas in Public Education, 54 (2022) 1, S.113-137 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Anderson, Ashlee B.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0972 |
| DOI | 10.1007/s11256-021-00606-1 |
| Schlagwörter | Urban Schools; Urban Teaching; Equal Education; Intervention; Educational Policy; Teacher Attitudes; Teaching Conditions; Barriers |
| Abstract | We present analyses from focus group interviews with a geographically diverse set of experienced, urban teachers who point to "systemic inequity" as a major contributing factor to the problems they face in their schools and communities. To begin, we overview the literature relating to our development of this project, after which we outline the theoretical underpinnings of our analyses. Next, we outline our methods, process of analysis, and analytical approach. We then discuss our findings, highlighting how the teachers described the systemic nature of inequality, and the policy solutions they identified as potential avenues by which to address these inequalities. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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