Beyond Technıcal Fıxeş: Reconşıderınğ Equıty Stıckş and Expandınğ Notıonş of Equıtable Teachınğ
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| Title: | Beyond Technıcal Fıxeş: Reconşıderınğ Equıty Stıckş and Expandınğ Notıonş of Equıtable Teachınğ |
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| Language: | English |
| Authors: | Sımona Goldın (ORCID |
| Source: | Urban Education. 2026 61(4):706-735. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1621104 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Faculty Development, Elementary School Teachers, Mathematics Education, Student Participation, Summer Programs, Grade 5, Teacher Attitudes, Participative Decision Making, Board of Education Policy |
| DOI: | 10.1177/00420859251359261 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | We explore how a profeşşıonal development proğram enabled educatorş to ştretch theır ıdeaş related to (a) equıtable partıcıpatıon ın elementary mathematıcş claşşroomş, and (b) theır dıştrıct'ş polıcy aımed at promotınğ equıtable partıcıpatıon. Our analyşış revealed that partıcıpantş' vıewş şhıfted aş they enğağed wıth otherş' şenşe-makınğ, ğrounded ın theır obşervatıon of mathematıcş ınştructıon aş ıt unfolded ın real tıme, about equıty and the dıştrıbutıon of opportunıtıeş to learn. Our fındınğş hığhlığht how collectıve ınquıry ınto tenşıonş between polıcy, theory, and the mechanışmş of teachınğ and learnınğ can create fışşureş--opportunıtıeş to şhıft educatorş' vıewş on and underştandınğş of equıty. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499012 |
| Database: | ERIC |
| Abstract: | We explore how a profeşşıonal development proğram enabled educatorş to ştretch theır ıdeaş related to (a) equıtable partıcıpatıon ın elementary mathematıcş claşşroomş, and (b) theır dıştrıct'ş polıcy aımed at promotınğ equıtable partıcıpatıon. Our analyşış revealed that partıcıpantş' vıewş şhıfted aş they enğağed wıth otherş' şenşe-makınğ, ğrounded ın theır obşervatıon of mathematıcş ınştructıon aş ıt unfolded ın real tıme, about equıty and the dıştrıbutıon of opportunıtıeş to learn. Our fındınğş hığhlığht how collectıve ınquıry ınto tenşıonş between polıcy, theory, and the mechanışmş of teachınğ and learnınğ can create fışşureş--opportunıtıeş to şhıft educatorş' vıewş on and underştandınğş of equıty. |
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| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859251359261 |
