Equity-Centered Instructional Adaptations in High-Poverty Schools

被引:2
作者
Seeger, Chris [1 ,3 ]
Parsons, Seth [2 ]
View, Jenice L. [2 ]
机构
[1] Univ Virginia, Charlottesville, VA USA
[2] George Mason Univ, Fairfax, VA 22030 USA
[3] Amer Univ, Washington, DC 20016 USA
关键词
teacher adaptations; equity; justice; culturally relevant pedagogy; critical pedagogy; QUALITATIVE RESEARCH; SOCIAL-JUSTICE; TEACHERS; PEDAGOGY; INTERVIEW; LANGUAGE; PROGRAM;
D O I
10.1177/00131245221076088
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study documented the curricular and pedagogical adaptations of equity-centered teachers in high-poverty secondary schools in the Washington, DC-metro region. The participating teachers provided survey data, audio-recorded interviews, and curricular artifacts to describe adaptations made within unique classroom environments. Thematic analysis of the data suggests that some teachers' adaptations align with theories such as: thoughtfully adaptive teaching, equity pedagogy, culturally relevant pedagogy, and critical pedagogy. The results contribute real-world examples of equity-centered teaching, and can be used to contextualize discussions about how teachers can create equitable opportunities for students across the content areas.
引用
收藏
页码:1027 / 1051
页数:25
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