R&amp;D

Lee, Stacey J.; Walsh, Daniel J.

doi:10.1177/0031721715619919

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…However, achieving the goal of access for all is challenged by the complexity of defining and assessing quality education (Pianta, Downer, & Hamre, 2016). Regardless of the specifics of the definition of quality education, there is wide agreement that education should prepare graduates for additional education or employment (Lee & Walsh, 2016). The desire for quality education has led to many national initiatives such as the No Child Left Behind Act (United States Department of Education, 2002) which was reauthorized as Every Child Succeeds Act (United States Department of Education, 2015).…”

Section: Access To Quality Educationmentioning

confidence: 99%

Is Equity on Their Mind? Documenting Teachers’ Education Equity Mindset

Nadelson

Miller

et al. 2019

WJE

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An education equity mindset is fundamental to assuring all students are supported to achieve to their highest capacity. We have identified six attributes of an educational equity mindset critical to assuring teachers' practices and professional choices are aligned with meeting the needs of all students. In an effort to promote education equity mindset among teachers we determined there was a need to first empirically document the construct. We surveyed 452 teachers in the southern region of the United States. Our results indicate that we effectively measured our definition of education equity mindset. We found multiple differences in the mindset attributes based on personal and professional variables. Our data indicate that teachers may hold competing or fragmented mindsets. Our research uncovered multiple needed lines of research and implications for teacher preparation and professional development.Situating our conception of mindset within the perception of education equity, we created the education equity mindset. We argue that an education equity mindset involves beliefs, perceptions, behaviors, actions, and thoughts that promote and support equitable education. In part, we have adopted Jordan's (2010) definition of education equity to encompass the broader student population and associated factors such as ethnicity, social economic status, gender, disabilities, community, and resources. Thus, we consider an education equity mindset to be the knowledge, beliefs, and dispositions supportive of advocating and working toward equitable education for all learners. Such actions include culturally responsive teaching, personal responsibility for creating equity, inclusive teaching and learning, working to provide success for all, providing quality education, student-centered learning, informal leadership, and knowing and understanding your students.We have also adopted French's (2016) perspective and placed the education equity mindset on a spectrum. In our model of an education equity mindset, we have created a spectrum that ranges from weak to strong expression of the mindset (see Figure 1). At the weak end of the spectrum, the mindset is aligned with being culturally neutral, teacher-centered learning, perceiving that students are totally responsible for their success, viewing leadership as a hierarchy, thinking that only some students will succeed, treating all students to same, and access is for the deserving. In contrast, at the strong end of the education equity mindset spectrum a teacher would be culturally responsive, engage in student-centered learning, take responsibility for student success, engage in informal leadership, perceive all students can succeed, know and understand student populations, and works to provide access to all. Thus, at the weak end, the mindset would be characterized by privilege, preference, and segregation, while the strong end of the spectrum would be characterized by inclusion, support for all, and advocacy for equity. We anticipate that because the mindset is on a spectrum that...

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Section: Access To Quality Educationmentioning

confidence: 99%

Is Equity on Their Mind? Documenting Teachers’ Education Equity Mindset

Nadelson

Miller

et al. 2019

WJE

View full text Add to dashboard Cite

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Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth

Jaƒfe-Walter

Lee

2018

American Journal of Education

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Cultivating Capital for High School Newcomers: A Case Study of an Urban Newcomer Classroom

2019

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This qualitative case study examines how students in a high school newcomer program experience the development of social and cultural capital. Newcomer programs are created by K-12 schools with large influxes of refugees and immigrants. This case study data stems from a larger ethnographic study of a newcomer program at Georgetown High, an urban secondary school in the Northeast region of the United States. Using Bourdieu’s (1986) social and cultural capital theory as a framework for the study we provide an overview of the literature on the importance of helping newcomers build social and cultural capital. Themes arising from the data as representations of the experiences of newcomers building capital and the role of the teacher in that development is explored further. The paper concludes with a discussion of implications of the case for research, policy, and practice.

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R&D

Cited by 3 publications

References 11 publications

Is Equity on Their Mind? Documenting Teachers’ Education Equity Mindset

Is Equity on Their Mind? Documenting Teachers’ Education Equity Mindset

Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth

Cultivating Capital for High School Newcomers: A Case Study of an Urban Newcomer Classroom

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