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ERIC Number: EJ1256323
Record Type: Journal
Publication Date: 2020
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-4744
EISSN: N/A
Incorporating Social Justice into Statistical Instruction: Using Action Research to Impact Pre-Service Teachers
Conway, Basil M., IV.; Nguyen, Ha
International Journal for the Scholarship of Teaching and Learning, v14 n1 Article 13 2020
The following action research depicts how two researchers from two universities merged their courses and goals of instruction to impact change in future teachers. Two currently practicing middle school teachers from one university worked with researchers to develop a social justice lesson that had relevance to seventeen K-8 pre-service teachers at another university to promote changes in beliefs about equitable teaching practices and policy. Findings from pre- and post-surveys, field notes during enactment, and reflections teachers found teaching statistics for social justice (TS4SJ) in this setting provided an increased responsiveness to the needs of students and statistical connections while also attending to excuses by those facing dilemmas in belief and racial dominance.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A