Faculty Collaboration to Improve Equity, Access, and Inclusion in Higher Education

被引：9

作者：

Bernacchio, Charlie ^{[1
]}

Ross, Flynn ^{[2
]}

Washburn, Kimberley Robinson ^{[3
]}

Whitney, Jean ^{[4
]}

Wood, Diane R. ^{[5
]}

机构：

[1] Univ N Carolina, Div Rehabil Counseling & Psychol, Chapel Hill, NC USA

[2] Univ Southern Maine, Teacher Educ, Gorham, ME USA

[3] Univ Southern Maine, Master Sci Special Educ Program, Gorham, ME USA

[4] Univ Southern Maine, Special Educ, Gorham, ME USA

[5] Univ Southern Maine, Gorham, ME USA

来源：

EQUITY & EXCELLENCE IN EDUCATION | 2007年 / 40卷 / 01期

关键词：

D O I：

10.1080/10665680601066511

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article documents the Critical Friends Group (CFG) process five university colleagues used to blend the theoretical frameworks of Universal Design for Learning (Rose & Meyer, 2002) and Interactive Phase Theory (McIntosh, 1990) as tools to increase equity and access in our classrooms. Using the CFG reflective approach, the faculty collaboratively reviewed their syllabi and implemented innovations in their classroom practice. This article presents a theory of action that emerged as well as nine tensions related to teaching and participation in a learning community. Implications for equity and access in higher education and future inquiry are presented.

引用

页码：56 / 66

页数：11

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