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ERIC Number: EJ1157447
Record Type: Journal
Publication Date: 2017
Pages: 40
Abstractor: As Provided
ISSN: ISSN-1935-7869
Evaluating an Adaptive Equity-Oriented Pedagogy: A Study of Its Impacts in Higher Education
Phuong, Andrew Estrada; Nguyen, Judy; Marie, Dena
Journal of Effective Teaching, v17 n2 p5-44 2017
This study examines whether and how an adaptive equity-oriented pedagogy can address diverse college students' needs and preferred modes of learning. Using a mixed-methods approach, we evaluated this pedagogical intervention that synthesizes democratic, assessment-driven, strengths-based, multimodal, and game-based instructional strategies. This study compared two course sections with identical topics and assessments using different pedagogical approaches. In the control condition (n = 59), instructors did not adjust their lectures, dialogues, and activities based on data of their students' learning needs. Meanwhile, the course with the adaptive, equity-oriented pedagogy (i.e., the treatment group, n = 54) had the same instructors who adjusted their teaching practices each week based on data related to their students' learning needs. Researchers evaluated this pedagogy's impact on student learning by analyzing anonymous course-feedback forms, surveys, interviews, observation notes, final project assessments, and weekly pre- and post-assessments. After instructors in the treatment condition adjusted instruction based on weekly post-assessments and anonymous student feedback forms, the researchers observed increased levels of student engagement, participation, collaboration, sense of community, and performance on post-assessments. Researchers found statistically significant differences on final assessment scores in favor of the equity-oriented pedagogy (p < 0.0001). These findings suggest that the equity-oriented pedagogy helped reduce barriers to equity and access since students surpassed rigorous course objectives, regardless of background (e.g., gender, immigration status, sexual orientation, race/ ethnicity, household income, disability). Despite the rigorous nature of the class, students reported positive psychosocial outcomes (e.g., motivation, self-efficacy), and noted how specific teaching practices were continuously modified to enhance their learning experiences. Based on the data, students expressed a growth mindset and reported reduced stereotype threat.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A