{"title":"Equity-Centered Instructional Adaptations in High-Poverty Schools","authors":"C. Seeger, Seth A. Parsons, Jenice L. View","doi":"10.1177/00131245221076088","DOIUrl":null,"url":null,"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.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Urban Society","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00131245221076088","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.
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