Chapter Skim View of: 9 Developing Teaching Practices Toward Equity

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9 Developing Teaching Practices Toward Equity
Pages 233-270

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From page 233... ... individual and collective safety and support by attending and responding to equitable distribution of talk" in the classroom (Williams Prepublication copy, Uncorrected proofs 9-1 Read the entire page →
From page 234... ... . Few of these approaches have been studied systematically, however, and some scholars have expressed Prepublication copy, Uncorrected proofs 9-2 Read the entire page →
From page 235... ... Nurturing revisions of scientific thinking with local and diverse expertise 4. Using science to make a difference and advocate for justice Prepublication copy, Uncorrected proofs 9-3 Read the entire page →
From page 236... ... Prepublication copy, Uncorrected proofs 9-4 Read the entire page →
From page 237... ... . In this section, we discuss learning opportunities for teachers across their careers that can support them in developing both a better Prepublication copy, Uncorrected proofs 9-5 Read the entire page →
From page 238... ... For example, teacher education has largely excluded Indigenous Prepublication copy, Uncorrected proofs 9-6 Read the entire page →
From page 239... ... Having opportunities to plan for instruction in culturally and linguistically diverse Prepublication copy, Uncorrected proofs 9-7 Read the entire page →
From page 240... ... . Studies have shown, too, the power of having teachers design and adapt instructional materials as a way to transform their practice and Prepublication copy, Uncorrected proofs 9-8 Read the entire page →
From page 241... ... The Center was a laboratory for exploring and developing ideas in collaboration with teachers in science, primarily in Massachusetts. Their approach to the scholarship of teaching has been to engage in joint inquiry into the micro-moments of teaching, to develop a deeper sense of the power of Prepublication copy, Uncorrected proofs 9-9 Read the entire page →
From page 242... ... . Importantly, building systems that cultivate interpretive power requires investing in the supports and time required for educator reflection, and for teachers themselves to engage in robust disciplinary activity in ways that generate resources for sensing the conceptual and ethical Prepublication copy, Uncorrected proofs 9-10 Read the entire page →
From page 243... ... In part, this is because such professional learning requires innovations in both curriculum and professional learning supports. The Learning in Places project, described in Chapter 6, for example, has developed professional learning workshops for educators that engage them with a set of frameworks that help educators Prepublication copy, Uncorrected proofs 9-11 Read the entire page →
From page 244... ... . At the same time that educators explore these topics and consider how they have seen these issues impact their own communities, they work in collaborative groups to prepare and teach ECS lessons to their colleagues who experience each lesson as a student, followed by reflections on the experience in relation to issues of equity (e.g., Prepublication copy, Uncorrected proofs 9-12 Read the entire page →
From page 245... ... and to help develop Prepublication copy, Uncorrected proofs 9-13 Read the entire page →
From page 246... ... . Prepublication copy, Uncorrected proofs 9-14 Read the entire page →
From page 247... ... . Specifically, the researchers found that there were instances where the program humanized Indigenous peoples for teachers, Prepublication copy, Uncorrected proofs 9-15 Read the entire page →
From page 248... ... Among their recommendations were that staff needed opportunities to engage as learners themselves in activities that allowed for a wide range of ways to participate; to reflect on cases to uncover and reflect on deficit- and asset-based views of children; to learn to reframe difficult moments as learning moments; and to lead with story as a pedagogical tool for building learning communities. The group also recommended that staff be given regular opportunities to reflect on teaching, learning, and equity; that professional learning Prepublication copy, Uncorrected proofs 9-16 Read the entire page →
From page 249... ... . Prepublication copy, Uncorrected proofs 9-17 Read the entire page →
From page 250... ... She began to post images throughout slides in the unit of scientists of color, to help her students see scientists as people Prepublication copy, Uncorrected proofs 9-18 Read the entire page →
From page 251... ... . Prepublication copy, Uncorrected proofs 9-19 Read the entire page →
From page 252... ... . Prepublication copy, Uncorrected proofs 9-20 Read the entire page →
From page 253... ... Other efforts were aimed at reducing incoherence in guidance regarding assessment: the team helped build the capacity of teachers and leaders in the district assessment office to develop new kinds of assessments that would signal to teachers the importance of organizing learning around phenomena and problems that were compelling to students and important to Prepublication copy, Uncorrected proofs 9-21 Read the entire page →
From page 254... ... High-quality professional development can support the development of these practices. Prepublication copy, Uncorrected proofs 9-22 Read the entire page →
From page 255... ... Prepublication copy, Uncorrected proofs 9-23 Read the entire page →
From page 256... ... Prepublication copy, Uncorrected proofs 9-24 Read the entire page →
From page 257... ... , 477-494. https://doi.org/10.1177/0022487119900209 Prepublication copy, Uncorrected proofs 9-25 Read the entire page →
From page 258... ... Harvard University Press. Prepublication copy, Uncorrected proofs 9-26 Read the entire page →
From page 259... ... , 261-277. Prepublication copy, Uncorrected proofs 9-27 Read the entire page →
From page 260... ... New York, NY: Routledge. Prepublication copy, Uncorrected proofs 9-28 Read the entire page →
From page 261... ... Prepublication copy, Uncorrected proofs 9-29 Read the entire page →
From page 262... ... , 58-66. Prepublication copy, Uncorrected proofs 9-30 Read the entire page →
From page 263... ... Annual Meeting of the American Educational Research Association, San Francisco, CA. Prepublication copy, Uncorrected proofs 9-31 Read the entire page →
From page 264... ... , 17-23. Prepublication copy, Uncorrected proofs 9-32 Read the entire page →
From page 265... ... Ko (Eds.) , Teacher Prepublication copy, Uncorrected proofs 9-33 Read the entire page →
From page 266... ... Barendsen (Eds.) , WiPSCE '16: Proceedings of the 11th Workshop Prepublication copy, Uncorrected proofs 9-34 Read the entire page →
From page 267... ... , 65-84. https://doi.org/10.1080/07370008.2020.1812612 Prepublication copy, Uncorrected proofs 9-35 Read the entire page →
From page 268... ... . Beyond the binary of adult versus child centered learning: Pedagogies of joint activity in Prepublication copy, Uncorrected proofs 9-36 Read the entire page →
From page 269... ... Prepublication copy, Uncorrected proofs 9-37 Read the entire page →

From page 233...

... individual and collective safety and support by attending and responding to equitable distribution of talk" in the classroom (Williams Prepublication copy, Uncorrected proofs 9-1

9 Developing Teaching Practices Toward Equity Pages 233-270

9 Developing Teaching Practices Toward Equity
Pages 233-270