Walking the walk: using classroom analytics to support instructors to address implicit bias in teaching

Reinholz, Daniel L.; Stone-Johnstone, Amelia; Shah, Niral

doi:10.1080/1360144x.2019.1692211

Cited by 21 publications

(30 citation statements)

References 23 publications

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“…Faculty received data to improve their practice through iterative reflection and revision via a professional learning community (see Figure 1), as in prior studies with EQUIP (Reinholz et al, 2020). The first two meetings of the semester provided the foundation for future learning by introducing EQUIP, implicit bias, microaggressions, cultural competence, and other related topics.…”

Section: Structure Of the Learning Communitymentioning

confidence: 99%

“…Coding takes place along a number of discourse dimensions, which are fully customizable. In general, dimensions such as the length and type of student talk, teacher questions, and teacher responses to questions were commonly used in prior studies (Reinholz and Shah, 2018;Reinholz et al, 2019;Reinholz et al, 2020). Finally, EQUIP combines demographic information about the students (again customizable) with the coded data to generate data analytics.…”

Section: Introductionmentioning

confidence: 99%

“…Unlike other observation tools that focus on classroom participation writ large, the ability to disaggregate participation makes EQUIP an efficient tool for promoting classroom equity. In prior studies, EQUIP has been used in conjunction with a professional learning community to support iterative reflection on data analytics and incremental, sustained changes to teaching practices ( Herbel-Eisenmann and Shah, 2019 ; Reinholz et al. , 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes

Reinholz

Stone-Johnstone

White

et al. 2020

LSE

Self Cite

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Section: Structure Of the Learning Communitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes

Reinholz

Stone-Johnstone

White

et al. 2020

LSE

Self Cite

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“…To that end, we believe that equity analytics and the development of tools to capture the distribution of opportunities to learn such as EQUIP (https://www.equip.ninja) offer some promise for answering the questions we mentioned above using equity ratios and have been used to examine how teachers might use such data to address implicit bias (Reinholz et al, 2020). Furthermore, such measures may be positioned well to measure teacher adaptation and change (Kelly et al, 2020).…”

Section: Technology Toolsmentioning

confidence: 99%

Using dyadic observation to explore equitable learning opportunities in classroom instruction

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2021

EPAA

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Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findings. One possible reason for these contradictory results is because these studies ignore classroom process. We argue for the inclusion of process in research on opportunity and achievement gaps to better articulate if schools provide inequitable learning opportunities. Further, we argue for dyadic (teacher to individual student) measurement of classroom process because commonly-used observation instruments only measure teachers’ interactions with the whole class. These instruments obscure differential teacher treatment that may exist in some classrooms. To improve policy and practice, we call for supplementing extant measures of teachers’ whole-class interactions (process) and student outcome (product) measures with those that measure dyadic interactions to learn how opportunities to learn in classrooms and schools are distributed among students to reduce, sustain, or enhance learning gaps.

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“…These codes are then combined with student demographics, such as race and gender, to generate the visualizations. The codes have also been applied across disciplines and also across different education levels, ranging from elementary school to the university-level [4].…”

Section: Data Descriptionmentioning

confidence: 99%

Visualizing Participatory Inequities in Classroom Data

TalkadSukumar¹,

Reinholz²,

Shah³

et al. 2020

Preprint

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Classroom participation data, disaggregated by race and gender, can enable teachers to reflect on their implicit biases and make informed changes to their practices. In this design study, we collaborated with researchers in education to explore a design space for representing participatory inequities in classroom data. This work contributes to the relatively new area of addressing implicit biases using visualizations and more broadly, aims at improving equity in classrooms.

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Walking the walk: using classroom analytics to support instructors to address implicit bias in teaching

Cited by 21 publications

References 23 publications

A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes

A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes

Using dyadic observation to explore equitable learning opportunities in classroom instruction

Visualizing Participatory Inequities in Classroom Data

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