Equity-Centered Instructional Adaptations in High-Poverty Schools

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-03-20 DOI:10.1177/00131245221076088

C. Seeger, Seth A. Parsons, Jenice L. View

引用次数: 1

Abstract

This study documented the curricular and pedagogical adaptations of equity-centered teachers in high-poverty secondary schools in the Washington, DC-metro region. The participating teachers provided survey data, audio-recorded interviews, and curricular artifacts to describe adaptations made within unique classroom environments. Thematic analysis of the data suggests that some teachers’ adaptations align with theories such as: thoughtfully adaptive teaching, equity pedagogy, culturally relevant pedagogy, and critical pedagogy. The results contribute real-world examples of equity-centered teaching, and can be used to contextualize discussions about how teachers can create equitable opportunities for students across the content areas.

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以公平为中心的高贫困学校教学适应

本研究记录了华盛顿特区都市区高贫困中学中以公平为中心的教师的课程和教学适应情况。参与调查的教师提供了调查数据、录音访谈和课程文物，以描述在独特的课堂环境中所做的适应。对数据的专题分析表明，一些教师的适应与以下理论相一致:深思熟虑的适应性教学、公平教学法、文化相关教学法和批判性教学法。研究结果提供了以公平为中心的教学的真实例子，并可用于讨论教师如何在各个内容领域为学生创造公平的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.