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ERIC Number: EJ1146139
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-5176
EISSN: N/A
Teaching for Equity: Insights from International Evidence with Implications for a Teacher Education Curriculum
Grudnoff, Lexie; Haigh, Mavis; Hill, Mary; Cochran-Smith, Marilyn; Ell, Fiona; Ludlow, Larry
Curriculum Journal, v28 n3 p305-326 2017
Researchers, practitioners, and policy-makers in many countries are grappling with ways to address the persistent problem of inequitable educational outcomes between advantaged and disadvantaged students. This paper reports the results of a unique cross-country, cross-cultural analysis undertaken to provide insights into teaching practices that promote equity, drawing on programmes of empirical research or syntheses of major programmes of research that worked from a complex, non-linear view of teaching and its outcomes. We analysed international evidence about teaching practices that have a positive influence on diverse students' learning outcomes and opportunities and then compared and contrasted the results of these analyses. From the commonalities we identified, we derived six interconnected "facets of practice for equity," which are general principles of practice rather than specific teaching strategies or behaviours. Building on these facets, we developed a conceptual framework that can inform an equity-centred teacher education curriculum that specifically addresses the task of preparing teachers who can make a positive difference to the learning opportunities and outcomes of diverse students, particularly those historically disadvantaged by the education system.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand; United Kingdom; United States
Grant or Contract Numbers: N/A