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| articles on equity in education: Equity and Inclusion in Higher Education Rita Kumar, Brenda Refaei, 2021-06-30 Faculty across disciplines want to provide equitable and inclusive classrooms to support all students, but they are overwhelmed by the content they must cover and have no time to address equity and inclusion in their teaching. Equity and inclusion need not be seen as extra work but as important objectives that guide curriculum development. This book provides strategies to create a more purposeful, intentional curriculum that addresses equity and inclusion across disciplines without compromising content. We bring together practical lesson plans and instructional options that faculty can use and adapt to deliver content in a way that is mindful of inclusion and equity. |
| articles on equity in education: International Summit on the Teaching Profession Equity, Excellence and Inclusiveness in Education Policy Lessons from Around the World Schleicher Andreas, 2014-07-04 This publication identifies some of the steps policy makers can take to build school systems that are both equitable and excellent. The analysis is complemented with examples that illustrate proven or promising practices in specific countries. |
| articles on equity in education: Equity in Education Oecd, 2018-10-29 In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students' learning and well-being, every country can do more. Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school. Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student's performance near the end of compulsory education and upward social mobility - i.e. attaining a higher level of education or working in a higher-status job than one's parents. |
| articles on equity in education: Street Data Shane Safir, Jamila Dugan, 2021-02-12 Radically reimagine our ways of being, learning, and doing Education can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on fixing and filling academic gaps, we must envision and rebuild the system from the student up—with classrooms, schools and systems built around students’ brilliance, cultural wealth, and intellectual potential. Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing. By breaking down street data fundamentals: what it is, how to gather it, and how it can complement other forms of data to guide a school or district’s equity journey, Safir and Dugan offer an actionable framework for school transformation. Written for educators and policymakers, this book · Offers fresh ideas and innovative tools to apply immediately · Provides an asset-based model to help educators look for what’s right in our students and communities instead of seeking what’s wrong · Explores a different application of data, from its capacity to help us diagnose root causes of inequity, to its potential to transform learning, and its power to reshape adult culture Now is the time to take an antiracist stance, interrogate our assumptions about knowledge, measurement, and what really matters when it comes to educating young people. |
| articles on equity in education: Growing Into Equity Sonia Caus Gleason, Nancy Gerzon, 2013-07-09 High-Achieving Students and Teachers—Winning Strategies from Title I Schools! This illuminating book shows how four outstanding Title I schools make the goal of personalized learning a reality for every student and every teacher. The common thread is commitment to equity—the belief that every child can achieve. Readers will find: Guidance on identifying obstacles to equity within your school and building a case for personalized learning Case studies showing the lived values, practices, and leadership that have helped schools transform learning How-to’s and templates for creating a team-based professional development program that helps teachers individualize instruction |
| articles on equity in education: Excellence Gaps in Education Jonathan A. Plucker, Scott J. Peters, 2020-01-15 2017 Texas Association for Gifted and Talented Legacy Scholar Book Award 2017 National Association of Gifted Children Scholar Book of the Year Award In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. Drawing on the latest research and a wide range of national and international data, the authors outline the scope of the problem and make the case that excellence gaps should be targeted for elimination. They identify promising interventions for talent development already underway in schools and provide a detailed review of potential strategies, including universal screening, flexible grouping, targeted programs, and psychosocial interventions. Excellence Gaps in Education has the potential for changing our national conversation about equity and excellence and bringing fresh attention to the needs of high-potential students from underrepresented backgrounds. |
| articles on equity in education: System Recall Alma Harris, Michelle S. Jones, 2019-10-17 This book argues that much of what passes as contemporary educational reform in education is faulty and damaging. It argues that it is time for a ‘system recall’ and a need to look at what matters most in the pursuit of educational goals. The book focuses on what we know about contemporary educational improvement, transformation, and change. It will provide insights into what strategies work, long term, to build the capacity for principled change at the school and system level. The book will consider what leaders can do to secure principled school and system improvement which fully embraces diversity, equity, and equality. It will also dispel some myths about reform at scale and challenge some prevailing ideas about educational change that, it will be posited, are not helping many young people to reach their potential. The main argument of the book is that too many school and system improvement initiatives have not paid sufficient attention to equity issues in their pursuit of ever higher achievement and that the net effect of large-scale, international assessments have been to distract policy makers in ways that have not always benefitted young people. The book will use system examples to underpin and exemplify six core ways of re-botting the system and generating progress for all, It will highlight the implications for school and system leaders. |
| articles on equity in education: Equity-Centered Trauma-Informed Education Alex Shevrin Venet, 2023-09-01 Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms. |
| articles on equity in education: A Guide for ensuring inclusion and equity in education UNESCO, 2017-06-05 |
| articles on equity in education: Leading While Female Trudy T. Arriaga, Stacie L. Stanley, Delores B. Lindsey, 2020-03-05 Your take-action guide to gender equity First, just to be clear: Leading While Female is not a book about how to get a leadership job. Nor is it about fixing or transforming women into male managers or mindsets. Instead, Arriaga, Stanley, and Lindsey’s bigger ambition is to help both women and men educational leaders confront and close the gender equity gap—a gap that currently denies highly qualified women and women of color opportunities to better serve our millions of public school students. Designed as both a personal and group discussion guide for taking action, Leading While Female draws on the research of feminism, intersectionality, educational leadership, and Cultural Proficiency to help us all: Better understand the impact of faux narratives that foster lack of confidence among girls and women Utilize the Tools of Cultural Proficiency to examine barriers to overcome and support functions to locate for your own career planning Learn from the stories of women leaders who have confronted and overcome barriers to career development, including women of color who were targets of implicit bias Explore and expand the roles and opportunities for our male colleagues to serve as allies, advocates, and mentors. If we look at the data, we can safely say women are doing the work of classroom teaching while disproportionately, men are making administrative and leadership decisions. Here at last is a resource for the breaking down the barriers and leading the way for future generations of women leaders. |
| articles on equity in education: Excellence Through Equity Alan M. Blankstein, Pedro Noguera, Lorena Kelly, 2016-02-26 Excellence Through Equity is an inspiring look at how real-world educators are creating schools where all students are able to thrive. In these schools, educators understand that equity is not about treating all children the same. They are deeply committed to ensuring that each student receives what he or she individually needs to develop their full potential and succeed. To help educators with what can at times be a difficult and challenging journey, Blankstein and Noguera frame the book with five guiding principles of Courageous Leadership: Getting to your core Making organizational meaning Ensuring constancy and consistency of purpose Facing the facts and your fears Building sustainable relationships. They further emphasize that the practices are grounded in three important areas of research that are too often disregarded: (1) child development, (2) neuroscience, and (3) environmental influences on child development and learning. You'll hear from Carol Corbett Burris, Michael Fullan, Marcus J. Newsome, Paul Reville, Susan Szachowicz, and other bold practitioners and visionary thinkers who share compelling and actionable ideas, strategies, and experiences for closing the achievement gap in your classrooms and school. Ensuring that all students receive an education that cultivates their talents and potential is in all our common interest. As Andy Hargreaves writes in the coda: The opportunity for all Americans is to articulate and believe in an inspiring vision of educational change that is about what the next generation of America and Americans should become, not about a target or ranking that the nation should attain. From the Foreword by Archbishop Desmond Tutu: Letting go of a system of winners and losers in favor of what is proposed in this book is a courageous leap forward that we all must take together. Let this bold, practical book be a guide; and may you travel into this new exciting vista, in which every child can succeed. |
| articles on equity in education: Five Practices for Equity-Focused School Leadership Sharon I. Radd, Gretchen Givens Generett, Mark Anthony Gooden, George Theoharis, 2021-02-08 This timely and essential book provides a comprehensive guide for school leaders who desire to engage their school communities in transformative systemic change. Sharon I. Radd, Gretchen Givens Generett, Mark Anthony Gooden, and George Theoharis offer five practices to increase educational equity and eliminate marginalization based on race, disability, socioeconomics, language, gender and sexual identity, and religion. For each dimension of diversity, the authors provide background information for understanding the current realities in schools and beyond, and they suggest disruptive practices to replace the status quo in order to achieve full inclusion and educational excellence for every child. Assuming that leadership to create equity is a unique practice, the book offers * Clear explanations of foundational terms and concepts, such as equity, systemic inequity, paradigms and cognitive dissonance, and privilege; * Specific recommendations for how to build support and sustainability by engaging colleagues and other stakeholders in constructive dialogues with multiple perspectives; * Detailed descriptions of routines and roles for building effective equity-leadership teams; * Guidelines and tools for performing an equity audit, including environmental scans; * A change framework to skillfully transform your system; and * Reflection activities for self-discovery, understanding, and personal and professional growth. A call to action that is both passionate and practical, Five Practices for Equity-Focused School Leadership is an indispensable roadmap for educators undertaking the journey toward an education system that acknowledges and advances the worth and potential of all students. |
| articles on equity in education: Schooling for Critical Consciousness Scott Seider, Daren Graves, 2020-08-26 Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people in learning to analyze, navigate, and challenge racial injustice. Schooling for Critical Consciousness provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve. |
| articles on equity in education: Advancing Equity and Embracing Diversity in Early Childhood Education: Elevating Voices and Actions Iliana Alanís, 2021-06-29 Examines systemic issues contributing to inequities in early childhood, with ways faculty, teachers, administrators, and policymakers can work to disrupt them. |
| articles on equity in education: Culturally Responsive Teaching and The Brain Zaretta Hammond, 2014-11-13 A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection |
| articles on equity in education: From Equity Talk to Equity Walk Tia Brown McNair, Estela Mara Bensimon, Lindsey Malcom-Piqueux, 2020-01-22 A practical guide for achieving equitable outcomes From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner. From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education. |
| articles on equity in education: Equity by Design Mirko Chardin, Katie Novak, 2020-07-20 Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve. --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by teachers they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation Every student, Mirko and Katie insist, deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability. Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669 |
| articles on equity in education: Literacy Essentials Regie Routman, 2023-10-10 In her practical and inspirational book,Literacy Essentials: Engagement, Excellence, and Equity for All Learners , author Regie Routman guides K-12 teachers to create a trusting, intellectual, and equitable classroom culture that allows all learners to thrive as self-directed readers, writers, thinkers, and responsible citizens. Over the course of three sections, Routman provides numerous Take Action ideas for implementing authentic and responsive teaching, assessing, and learning. This book poses akey question: How do we rise to the challenge of providing an engaging, excellent, equitable education for all learners, including those from high poverty and underserved schools?Teaching for Engagement: Many high performing schools are characterized by a a thriving school culture built on a network of authentic communication. Teachers can strengthen classroom engagement by building a trusting and welcoming environment where all students can have a safe and collaborative space to grow and develop.Pursuing Excellence: Routman identifies 10 key factors that describe an excellent teacher, ranging from intellectual curiosity to creativity, and explains how carrying yourself as a role model contributes to an inclusive, caring, empathic, and fair classroom. She also stresses the importance for school leaders to make job-embedded professional development a top priority.Dismantling Unequal Education: The huge gap in the quality of education in high vs low income communities is the civil rights issue of the 21st century, according to Routman. She spells out specific actions educators can take to create more equitable schools and classrooms, such as diversifying texts used in curriculums and ensuring all students have access to opportunities to discuss, reflect, and engage with important ideas.From the author, I wroteLiteracy Essentials , because I saw a need to simplify teaching, raise expectations, and make expert teaching possible for all of us. I saw a need to emphasize how a school culture of kindness, trust, respect, and curiosity is essential to any lasting achievement. I saw a need to demonstrate and discuss how and why the beliefs, actions, knowledge we hold determine the potential for many of our students. Equal opportunity to learn depends on a culture of engagement and equity, which under lies a relentless pursuit of excellence. |
| articles on equity in education: Using Equity Audits to Create Equitable and Excellent Schools Linda Skrla, Kathryn Bell McKenzie, James Joseph Scheurich, 2009-05-05 Use the power of equity audits to help eliminate achievement gaps and educational bias! Grounded solidly in theory and the use of data, this resource provides practical, easy-to-implement strategies for effectively using equity audits to ensure a high-quality education for all students, regardless of socio-economic class. Readers will discover how to increase equity awareness at school and district levels and remedy inequalities in teacher quality, program design, and student achievement by using: A set of “inequity indicators” for evaluating schools, generating essential data, and identifying problem areas Nine skill sets for improved equity-oriented teaching Charts, graphs, and support materials that can be customized for specific settings |
| articles on equity in education: Savage Inequalities Jonathan Kozol, 2012-07-24 NEW YORK TIMES BESTSELLER • “An impassioned book, laced with anger and indignation, about how our public education system scorns so many of our children.”—The New York Times Book Review In 1988, Jonathan Kozol set off to spend time with children in the American public education system. For two years, he visited schools in neighborhoods across the country, from Illinois to Washington, D.C., and from New York to San Antonio. He spoke with teachers, principals, superintendents, and, most important, children. What he found was devastating. Not only were schools for rich and poor blatantly unequal, the gulf between the two extremes was widening—and it has widened since. The urban schools he visited were overcrowded and understaffed, and lacked the basic elements of learning—including books and, all too often, classrooms for the students. In Savage Inequalities, Kozol delivers a searing examination of the extremes of wealth and poverty and calls into question the reality of equal opportunity in our nation’s schools. Praise for Savage Inequalities “I was unprepared for the horror and shame I felt. . . . Savage Inequalities is a savage indictment. . . . Everyone should read this important book.”—Robert Wilson, USA Today “Kozol has written a book that must be read by anyone interested in education.”—Elizabeth Duff, Philadelphia Inquirer “The forces of equity have now been joined by a powerful voice. . . . Kozol has written a searing exposé of the extremes of wealth and poverty in America’s school system and the blighting effect on poor children, especially those in cities.”—Emily Mitchell, Time “Easily the most passionate, and certain to be the most passionately debated, book about American education in several years . . . A classic American muckraker with an eloquent prose style, Kozol offers . . . an old-fashioned brand of moral outrage that will affect every reader whose heart has not yet turned to stone.”—Entertainment Weekly |
| articles on equity in education: Grading for Equity Joe Feldman, 2018-09-25 Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact. —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a fixed mindset about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a true north orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, Grading practices are a mirror not just for students, but for us as their teachers. Each one of us should start by asking, What do my grading practices say about who I am and what I believe? Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference. |
| articles on equity in education: Rethinking Our Classrooms Bill Bigelow, 1994 Readings, resources, lesson plans, and reproducible student handouts aimed at teaching students to question the traditional ideas and images that interfere with social justice and community building. |
| articles on equity in education: Equity in the Classroom for Every Child Delia Robinson Richards, 2021-04-27 This handbook is written to provide guidance for educators, teachers, parents, grandparents, and caregivers as they navigate through a child’s educational experiences. After more than four decades of attempting to close the Achievement Gap, this book generates support for teaching diverse learners and children of color by constructing a teaching and learning environment that ensures equity in the classroom for every child. |
| articles on equity in education: Disability and Equity in Higher Education Accessibility Alphin, Jr., Henry C., Lavine, Jennie, Chan, Roy Y., 2017-03-24 Education is the foundation to almost all successful lives. It is vital that learning opportunities are available on a global scale, regardless of individual disabilities or differences, and to create more inclusive educational practices. Disability and Equity in Higher Education Accessibility is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in higher education, despite traditional hindrances. Featuring extensive coverage on relevant topics such as higher education policies, electronic resources, and inclusion barriers, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of disability-inclusive global education. |
| articles on equity in education: Adapting Curriculum to Bridge Equity Gaps Towards an Inclusive Curriculum OECD, 2021-05-11 This report takes a pragmatic look at equality, equity and inclusion in curriculum. It examines how curriculum can be adapted to meet specific needs of diverse learners, particularly vulnerable students. It also features a range of strategies which countries use to design curriculum, so that no student will be left behind. |
| articles on equity in education: Wellbeing, Equity and Education Jennifer Spratt, 2018-07-13 This book critically examines multiple discourses of wellbeing in relation to the composite aims of schooling. Drawing from a Scottish study, the book disentangles the discursive complexity, to better understand what can happen in the name of wellbeing, and in particular, how wellbeing is linked to learning in schools. Arguing that educational discourses have been overshadowed by discourses of other groups, the book examines the political and ideological policy aims that can be supported by different discourses of wellbeing. It also uses interview data to show how teachers and policy actors accepted, or re-shaped and remodelled the policy discourses as they made sense of them in their own work. When addressing schools’ responses to inequalities, discussions are often framed in terms of wellbeing. Yet wellbeing as a concept is poorly defined and differently understood across academic and professional disciplines such as philosophy, psychology, health promotion, and social care. Nonetheless, its universally positive connotations allow policy changes to be ushered in, unchallenged. Powerful actions can be exerted through the use of soft vocabulary as the discourse of wellbeing legitimates schools’ intervention into personal aspects of children’s lives. As educators worldwide struggle over the meaning and purpose of schooling, discourses of wellbeing can be mobilised in support of different agendas. This book demonstrates how this holds both dangers and opportunities for equality in education. Amartya Sen’s Capability Approach is used to offer a way forward in which different understandings of wellbeing can be drawn together to offer a perspective that enhances young people’s freedoms in education and their freedoms gained through education. |
| articles on equity in education: Culturally Responsive Teaching Geneva Gay, 2010 The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of English Plus instruction. |
| articles on equity in education: Doing Multicultural Education for Achievement and Equity Carl A. Grant, Christine E. Sleeter, 2012-08-06 Doing Multicultural Education for Achievement and Equity, a hands-on, reader-friendly multicultural education textbook, actively engages education students in critical reflection and self-examination as they prepare to teach in increasingly diverse classrooms. In this engaging text, Carl A. Grant and Christine E. Sleeter, two of the most eminent scholars of multicultural teacher education, help pre-service teachers develop the tools they will need to learn about their students and their students’ communities and contexts, about themselves, and about the social relations in which schools are embedded. Doing Multicultural Education for Achievement and Equity challenges readers to take a truly active and ongoing role in promoting equity within education and helps to guide them in becoming highly qualified and fantastic teachers. Features and updates to this much-anticipated second edition include: Reflection boxes that encourage students to actively engage with the text and concepts, along with downloadable templates available on Routledge.com Putting It into Practice activities that offer concrete suggestions for really doing multicultural work in the classroom Fictional vignettes that illustrate the real issues teacher education students face and the ways their own cultural attitudes can impact their response New coverage of issues pertaining to student achievement, federal and state policy, and socioeconomic connections between the current economy and educational funding A more comprehensive discussion about the different social movements that have affected education in the past and present |
| articles on equity in education: How It's Being Done Karin Chenoweth, 2009-09-01 How It’s Being Done offers much-needed help to educators, providing detailed accounts of the ways in which unexpected schools—those with high-poverty and high-minority student populations—have dramatically boosted student achievement. How It’s Being Done builds on Karin Chenoweth’s widely hailed earlier volume, “It’s Being Done,” providing specific information about how such schools have exceeded expectations and met with unprecedented levels of success. |
| articles on equity in education: Case Studies on Diversity and Social Justice Education Paul C. Gorski, Seema G. Pothini, 2013-11-07 Case Studies on Diversity and Social Justice Education offers pre- and in-service educators an opportunity to analyze and reflect upon a variety of realistic case studies related to educational equity and social justice. Each case, written in an engaging, narrative style, presents a complex but common classroom scenario in which an inequity or injustice is in play. These cases allow educators to practice the process of considering a range of contextual factors, checking their own biases, and making immediate- and longer-term decisions about how to create and sustain equitable learning environments for all students. The book begins with a seven-point process for examining case studies. Largely lacking from existing case study collections, this framework guides readers through the process of identifying, examining, reflecting on, and taking concrete steps to resolve challenges related to diversity and equity in schools. The cases themselves present everyday examples of the ways in which racism, sexism, homophobia and heterosexism, class inequities, language bias, religious-based oppression, and other equity and diversity concerns affect students, teachers, families, and other members of our school communities. They involve classroom issues that are relevant to all grade levels and all content areas, allowing significant flexibility in how and with whom they are used. Although organized topically, the intersection of these issues are stressed throughout the cases, reflecting the multi-faceted way they play out in real life. All cases conclude with a series of questions to guide discussion and a section of facilitator notes, called points for consideration. This unique feature provides valuable insight for understanding the complexities of each case. |
| articles on equity in education: From Equity Insights to Action Andrea M. Honigsfeld, Maria G. Dove, Audrey Cohan, Carrie McDermott Goldman, 2021-07-31 Your Greatest Assets are Right Before Your Eyes: Your Multilingual Learners! Equity for multilingual learners (MLLs) means that students’ cultural and linguistic identities, backgrounds, and experiences are recognized as valued, rich sources of knowledge and their academic, linguistic, literacy, and social–emotional growth is ensured to the fullest potential. This ready-to-use guide offers practical, classroom-level strategies for educators seeking thoughtful, research-informed, and accessible information on how to champion equity for MLLs in a post-COVID era. Focused on the deliberate daily actions that all teachers of multilingual learners can take, this resource guide captures a compelling advocacy framework for culturally and linguistically responsive equity work, including Authentic examples of how educators understand and support MLLs through an equity lens Student portraits of multilingual learners’ experiences Accessible answers to essential how-to questions Robust professional learning activities Access to print and online resources for additional information Thoughtful probes throughout the guide help teachers develop student agency and foster pathways in their own practice and communication with multilingual learners. |
| articles on equity in education: Education and Training Policy No More Failures Ten Steps to Equity in Education Field Simon, Kuczera Małgorzata, Pont Beatriz, 2007-11-14 No More Failures challenges the assumption that there will always be failures and dropouts, those who can’t or won’t make it in school. It provides ten concrete policy measures for reducing school failure and dropout rates. |
| articles on equity in education: Changing Education Systems Mel Ainscow, Christopher Chapman, Mark Hadfield, 2019-10-23 As countries seek to develop their education systems, achieving sustainable improvements amongst students from disadvantaged backgrounds remains a major challenge. This has considerable implications for those in the research community as they seek to influence developments in the field. Drawing on the authors’ extensive experiences as researchers, policy advisers and influencers, Changing Education Systems offers key insights on how to promote equity within education systems. Exploring three large-scale national reform programmes, the book: Presents a series of propositions that are the basis of a research-based approach to system change Explains the creation of relationships in which academic researchers collaborate in the process of development Considers smaller place-based projects that are set within policy contexts dominated by the idea of market forces as a strategy for improvement Explores the steps needed to overcome locally specific barriers Changing Education Systems is a must-read for policy-makers and practitioners involved in educational reforms, as well as researchers wishing to contribute to and learn from such developments. |
| articles on equity in education: Equity and Quality in Education Supporting Disadvantaged Students and Schools OECD, 2012-02-13 Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. This book presents a series of policy recommendations for education systems to help all children succeed. |
| articles on equity in education: Equity Visits Rachel Roegman, David Allen, Larry Leverett, Scott Thompson, Thomas Hatch, 2019-08-07 Because equity and instruction are inextricably bound Why are equity visits such a critical first step to increasing opportunity and access for our under-served students? Because they take instructional rounds to a new level, providing a powerful lens for investigating the intersections of equity and instruction. After all, how can we possibly deliver equitable learning experiences, opportunities, and outcomes for our students, without first pinpointing problems of practice? That’s where Equity Visits will prove absolutely indispensable to district and school administrators. It details how to combine a strong focus on instruction with explicit, intentional efforts to address systemic inequities. Inside you’ll find A range of data collection activities and tools to target central issues of equity in your school Clear guidelines on how to investigate the ways instructional practices, structures, and beliefs lead to inequitable educational experiences—and how these are often masked in the day-to-day life of schools and districts A frank discussion of how to make race and racism an explicit part of investigating and addressing educational inequities Voices of school and district leaders who have taken crucial first steps to become equity warriors Recommendations on how to develop policies, initiatives, and practices to confront those inequities Few dispute that instructional improvement must be a central focus of educational leadership, but for too long achieving educational equity has been absent from the conversation. Here is your opportunity to ensure equity occupy a central spot in data collection and analysis, and be explicitly discussed at all levels of your school or district organization. In short, essential reading and doing for all administrators! |
| articles on equity in education: Teaching for Excellence and Equity Nathan Burroughs, Jacqueline Gardner, Youngjun Lee, Siwen Guo, Israel Touitou, Kimberly Jansen, William Schmidt, 2019-05-23 This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time. |
| articles on equity in education: Equality in Education: Fairness and Inclusion Hongzhi Zhang, Philip Wing Keung Chan, Christopher Boyle, 2014-10-24 Equality in Education: Fairness and Inclusion is a scholarly call to action. As the book reminds us, governments come and go and in doing so they busy themselves with policy to mark their patch. Inequality and exclusion remain stubborn foes that are proving to be somewhat impervious to glossy policy pronouncements. The change that Hugo Claus calls for requires careful analysis and bold actions. The editors have assembled a collection of insightful essays that assist in that project. Professor Roger Slee, Victoria University, Melbourne, Australia This book attempts to consider the notion of fairness and inclusion in the context of education from different national perspectives, which is a laudable undertaking. The Editors have managed to put together a diverse, informative, and interesting account of equality and fairness that transcends international borders. The Editors are to be commended on their remarkable achievement in bringing together so many authors to discuss such an important subject, yet producing a cohesive collection of chapters that elucidate the diverse nature of equity in education. Professor Divya Jindal Snape, University of Dundee, UK |
| articles on equity in education: Equity, Excellence and Inclusiveness in Education Oecd, 2014-07-04 Excellence in education without equity risks leading to large economic and social disparities; equity in education at the expense of quality is a meaningless aspiration. The most advanced education systems now set ambitious goals for all students, focusing on both excellence and equity. They also equip their teachers with the pedagogic skills that have been proven effective and with enough autonomy so that teachers can use their own creativity in determining the content and instruction they provide to their individual students. The fourth International Summit on the Teaching Profession brought together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by PISA (the OECD Programme for International Student Assessment ). Their aim was to discuss equity, excellence and inclusiveness in education by exploring three questions: (i) How are high-quality teachers developed, and how do schools with the greatest need attract and retain them?; (ii) How can equity be ensured in increasingly devolved education systems and (iii) What kinds of learning environments address the needs of all students? To underpin the discussions, this publication identifies some of the steps policy makers can take to build school systems that are both equitable and excellent. The analysis is complemented with examples that illustrate proven or promising practices in specific countries. |
| articles on equity in education: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| articles on equity in education: The Pedagogy of Standardized Testing Arlo Kempf, 2016-04-29 Based on a large-scale international study of teachers in Los Angeles, Chicago, Ontario, and New York, this book illustrates the ways increased use of high-stakes standardized testing is fundamentally changing education in the US and Canada with a negative overall impact on the way teachers teach and students learn. Standardized testing makes understanding students' strengths and weaknesses more difficult, and class time spent on testing consumes scarce time and attention needed to support the success of all students—further disadvantaging ELLs, students with exceptionalities, low income, and racially minoritized students. |
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