Reducing the Achievement Gap: Middle Grades Mathematics Performance and Improvement

Bjorklund-Young, Alanna; Plasman, Jay Stratte

doi:10.1080/19404476.2020.1836467

Cited by 4 publications

(3 citation statements)

References 15 publications

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“…With a laser focus on improving student achievement on high-stakes assessments (Au, 2007;Hung et al, 2020;Hursh, 2013), schools readily adopted scripted curricula to ensure fidelity to prescriptive, one-size-fits-all instruction (Allington, 2010;Healy, 2007). However, this focus on fidelity to curricula has limited teachers' professional decision-making (Ford et al, 2017;Gallagher & Melancon, 2020) Plasman, 2020;Wang et al, 2020). We suggest that mitigating the effects of this gap is multifaceted and hinges on teachers' ability to adapt their instruction to meet students' diverse needs.…”

Section: Implications For Practice Research and Policymentioning

confidence: 94%

“…Department of Education, Institute of Education Sciences, National Center for Education Statistics, & National Assessment of Educational Progress, 2021). The persistent educational achievement disparities across socioeconomic levels between Black, Latinx, and Indigenous students and their White peers continues to widen in the United States (Bjorklund-Young & Plasman, 2020; Wang et al, 2020). We suggest that mitigating the effects of this gap is multifaceted and hinges on teachers’ ability to adapt their instruction to meet students’ diverse needs.…”

Section: Implications For Practice Research and Policymentioning

confidence: 99%

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Challenging Scripted Curricula With Adaptive Teaching

Vaughn

Parsons

Gallagher

2021

Educational Researcher

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Although adaptive teaching is considered a cornerstone of effective instruction, there remains a lack of focus on teacher adaptability in policy, professional practice, and teacher education in the United States. High-profile educational reform efforts have pressured districts and states across the nation to rely on prescriptive curricula that fail to meet the linguistic, cultural, and instructional needs of the nation’s diverse student population. In this article, we describe the development of the Adaptive Teaching Inventory and present validity evidence from our administration in the United States. These findings provide insight into the potential for widespread implementation of adaptability and its focus to support teacher professionalism and decision-making. The discussion centers on moving adaptability to the forefront of policy and practice efforts to counter the prevailing emphasis on restrictive curricula that has stymied teachers in their efforts to support students for far too long. Implications for administrators, policymakers, and researchers are discussed.

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Section: Implications For Practice Research and Policymentioning

confidence: 94%

Section: Implications For Practice Research and Policymentioning

confidence: 99%

Challenging Scripted Curricula With Adaptive Teaching

Vaughn

Parsons

Gallagher

2021

Educational Researcher

View full text Add to dashboard Cite

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“…Additionally, the pandemic has caused an economic recession, which historically has affected disadvantaged people groups at a higher rate than the rest of the population (Lerman & Zhang;. In a school context, despite many efforts and interventions, unfortunately, achievement gaps continue to persist in K-12 schools (Bjorklund-Young & Plasman, 2020;Horowitz & Samuels, 2017). This study examined how superintendents addressed issues of equity in their sensemaking process pertaining to the COVID-19 pandemic.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Pandemic sensemaking: how Missouri superintendents made sense of the COVID-19 pandemic

Harris¹

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COVID-19 has produced mayhem and uncertainty for educational leaders in charge of organizations. This inquiry sought to provide insight into how superintendents and assistant superintendents made sense of their environments during the COVID-19 pandemic. Specifically, sensemaking theory (Weick, 1995) was utilized as the conceptual framework to bring clarity and meaning-making for educational leaders as they led their organizations through local, state, national, and international crises. To this end, the focus of this inquiry was to gather school leader's insights into how they provided clarity to a disordered world, understood how they addressed vulnerable populations during the pandemic, recognized the role emotion played in constructing their realities, and determined if location within the state of Missouri played a role in the sensemaking process of superintendents and assistant superintendents.

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Towards a new multi-modality campus: unboxing Pandora’s box

Soffer-Vital

Finkelstein

2023

Intercultural Education

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Reducing the Achievement Gap: Middle Grades Mathematics Performance and Improvement

Cited by 4 publications

References 15 publications

Challenging Scripted Curricula With Adaptive Teaching

Challenging Scripted Curricula With Adaptive Teaching

Pandemic sensemaking: how Missouri superintendents made sense of the COVID-19 pandemic

Towards a new multi-modality campus: unboxing Pandora’s box

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