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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
Language: English
Authors: Sımona Goldın (ORCID 0000-0002-5312-5291), Darrıuş D. Robınşon (ORCID 0000-0001-9181-5114), Meğhan Shauğhneşşy (ORCID 0000-0001-8220-1516), Nıcole M. Garcıa (ORCID 0000-0002-0095-7035), Merrıe Blunk (ORCID 0009-0003-5657-5903), D'Anna Pyneş (ORCID 0000-0003-0403-6476), Jıllıan P. Mortımer (ORCID 0000-0001-7268-3339)
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
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Beyond Technıcal Fıxeş: Reconşıderınğ Equıty Stıckş and Expandınğ Notıonş of Equıtable Teachınğ
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  Data: <searchLink fieldCode="AR" term="%22Sımona+Goldın%22">Sımona Goldın</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5312-5291">0000-0002-5312-5291</externalLink>)<br /><searchLink fieldCode="AR" term="%22Darrıuş+D%2E+Robınşon%22">Darrıuş D. Robınşon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9181-5114">0000-0001-9181-5114</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meğhan+Shauğhneşşy%22">Meğhan Shauğhneşşy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8220-1516">0000-0001-8220-1516</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nıcole+M%2E+Garcıa%22">Nıcole M. Garcıa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0095-7035">0000-0002-0095-7035</externalLink>)<br /><searchLink fieldCode="AR" term="%22Merrıe+Blunk%22">Merrıe Blunk</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-5657-5903">0009-0003-5657-5903</externalLink>)<br /><searchLink fieldCode="AR" term="%22D'Anna+Pyneş%22">D'Anna Pyneş</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0403-6476">0000-0003-0403-6476</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jıllıan+P%2E+Mortımer%22">Jıllıan P. Mortımer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7268-3339">0000-0001-7268-3339</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Urban+Education%22"><i>Urban Education</i></searchLink>. 2026 61(4):706-735.
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  Data: 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
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  Data: Y
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  Data: 30
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  Data: 2026
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  Data: National Science Foundation (NSF)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Board+of+Education+Policy%22">Board of Education Policy</searchLink>
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  Data: 10.1177/00420859251359261
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  Data: 0042-0859<br />1552-8340
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: As Provided
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  Data: 2026
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  Data: EJ1499012
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        Value: 10.1177/00420859251359261
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    Subjects:
      – SubjectFull: Faculty Development
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Student Participation
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      – SubjectFull: Summer Programs
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      – SubjectFull: Grade 5
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Board of Education Policy
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      – TitleFull: Beyond Technıcal Fıxeş: Reconşıderınğ Equıty Stıckş and Expandınğ Notıonş of Equıtable Teachınğ
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