NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1173118
Record Type: Journal
Publication Date: 2018
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-5748
Confronting the Equity "Learning Problem" through Practitioner Inquiry
Ching, Cheryl D.
Review of Higher Education, v41 n3 p387-421 Spr 2018
This study examined how participation in an inquiry-based workshop on assessing course syllabi for equity-mindedness and cultural inclusivity fostered community college math faculty learning about racial/ethnic equity and equity-mindedness. Findings show that the workshop prompted reflection on what equity means and how participants' teaching practices and classroom environments affect students, especially students of color. For some, reflection was followed by insights about their role as instructors and equity-minded changes in practice; for others, reflection affirmed the value of their existing conceptions and current practice. Despite initial signs of learning, there was little evidence that participants developed lasting equity-mindedness.
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A