Agenda setting, enlightened self‐interest, and equity in mathematics education

Secada, Walter G.

doi:10.1080/01619568909538637

Cited by 74 publications

(51 citation statements)

References 13 publications

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“…They are different in that equality means sameness, while equity is more responsive and context specific. Secada (1989) pointed to a major difference between equality and equity. He wrote: "There is a history of using terms like equity and equality of education interchangeably.…”

Section: H Richard Milner IVmentioning

confidence: 99%

Rethinking Achievement Gap Talk in Urban Education

Milner¹

2012

Urban Education

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Section: H Richard Milner IVmentioning

confidence: 99%

Rethinking Achievement Gap Talk in Urban Education

Milner¹

2012

Urban Education

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“…However, as Secada (1989) made clear, equity should be our goal in educational practices as equality means sameness, whereas equity refers to responsiveness to particular dimensions of student needs in an environment. The idea is that scripted curriculum and/or Common Core 1 standards, for instance, will ensure that all students are exposed to the same curriculum regardless of where they live, what their particular needs happen to be, or what skillset teachers possess.…”

Section: Remembering Equitymentioning

confidence: 99%

Scripted and Narrowed Curriculum Reform in Urban Schools

Milner¹

2013

Urban Education

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In many urban schools, teachers are expected to rely on predetermined, scripted curriculum materials to shape their instructional practices rather than on their own professional judgment. Although with adequate support, development, and training, teachers can develop and enact rational curricular and instructional decisions in the classroom for student learning (McCutcheon, 2002;Milner, 2010a), too many teachers are not well prepared to make such decisions for a range of reasons. For example, alternative, fast-track teacher "education" programs such as Teach For America (TFA) make it necessary for scripted, narrowed curriculum because many of these teachers are not prepared to make rational, appropriate, and responsive curricular decisions in the classroom with students (Darling-Hammond, 1994;Vasquez Heilig & Jez, 2010). It is important to note that although there are many problems with TFA, my point is not to blame TFA for all the problems related to scripted curriculum. There are elements of TFA that seem to be effective but focusing on those elements of effectiveness goes beyond the scope of this editorial. Teachers' inability to make decisions without a script is likely a consequence of both their preparation (Darling-Hammond, 2010) and the amount of time they have been in the field of teaching (Vasquez Heilig & Jez, 2010). Moreover, traditional teacher education programs have not fared well either in preparing teachers to teach and make curricular decisions for student learning in highly diverse and urban environments (Milner, 2010b;Sleeter, 2001;Zeichner, 2006)-further exacerbating the press for scripted and narrowed curriculum.When teachers are underprepared, scripted and narrowed curriculum is seen as the means to help them know what to teach, when to teach it, and how. This line of thinking suggests that because teachers have not "gotten it right" in the past or because they do not have the knowledge and skill to teach effectively, they need guidance. Teaching guided by scripted and narrowed curriculum is seen as technical work, as teachers are not expected to study Editorial

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“…However, as Secada (1989) made clear, equity should be our goal in educational practices as equality means sameness whereas equity refers to responsiveness to particular experiences of student needs in a sociopolitical context. The idea is that scripted curriculum and/or Common Core 1 standards, for instance, will ensure that all students are exposed to the same curriculum regardless of where they live, what their particular needs happen to be, or what skillset teachers possess.…”

Section: Remembering Equitymentioning

confidence: 99%

Scripted and Narrowed Curriculum Reform in Urban Schools

Milner¹

2014

Urban Education

View full text Add to dashboard Cite

In many urban schools, teachers are expected to rely on predetermined, scripted curriculum materials to shape their instructional practices rather than on their own professional judgment. Although with adequate support, development, and training, teachers can develop and enact rational curricular and instructional decisions in the classroom for student learning (McCutcheon, 2002;Milner, 2010a), too many teachers are not well prepared to make such decisions for a range of reasons. For example, alternative, fast-track teacher "education" programs such as Teach for America (TFA) make it necessary for scripted, narrowed curriculum because some of these teachers are not prepared to make rational, appropriate, and responsive curricular decisions in the classroom with students (Darling-Hammond, 1994;Vasquez Heilig & Jez, 2010). The reason for teachers' inability to make decisions without a script is likely a consequence of both their preparation and the amount of time they have been in the field of teaching (Vasquez Heilig & Jez, 2010). Moreover, traditional teacher education programs have not fared well either in preparing teachers to teach and make curricular decisions for student learning in highly diverse and urban environments (Milner, 2010b;Sleeter, 2001;Zeichner, 2006)-further exacerbating the press for scripted and narrowed curriculum.When teachers are underprepared, scripted and narrowed curriculum is seen as the means to help them know what to teach, when to teach it, and how. This line of thinking suggests that because teachers have not "gotten it right" in the past or because they do not have the knowledge and skill to teach effectively, they need guidance. Teaching guided by scripted and narrowed curriculum is seen as technical work as teachers are not necessarily expected to study what their students know and need to know because the curriculum is predetermined and preassembled. Unfortunately, urban schools-often those serving African American and Latino American students, those living in poverty, and those whose first language is not English-are heavily populated with underprepared teachers. Consequently, students in these environments experience scripted, narrowed curriculum more often than do those in other sociocultural contexts, such as suburban schools (Darling-Hammond, 2010). In their policy analysis, King and Zucker (2005) maintained that part of the impetus to narrow the curriculum 549685U EXXXX10.

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Agenda setting, enlightened self‐interest, and equity in mathematics education

Cited by 74 publications

References 13 publications

Rethinking Achievement Gap Talk in Urban Education

Rethinking Achievement Gap Talk in Urban Education

Scripted and Narrowed Curriculum Reform in Urban Schools

Scripted and Narrowed Curriculum Reform in Urban Schools

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