Sponsor
Portland State University. Department of Educational Leadership and Policy
First Advisor
Tom Chenoweth
Date of Publication
Spring 5-23-2014
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Administration
Department
Educational Leadership and Policy
Language
English
Subjects
Educational equalization -- Handbooks, manuals, etc. -- Evaluation, Teachers -- In-service training -- United States, Minorities -- Education -- United States, Educational change -- United States
DOI
10.15760/etd.1851
Physical Description
1 online resource (xv, 276 pages)
Abstract
Fifty years after Brown v. Board of Education, there remain large gaps in academic achievement between children of color and White students (Darling-Hammond, 2007). It is estimated that by 2050, the population of the United States will increase by 50%; 90% of which will be accounted for by minorities (Vanneman, Hamilton, Anderson, & Rahman, 2009). In less than 50 years, our citizenry will be comprised of "groups that are over represented among low achievers, and under represented among high achievers" (Ferguson, 2005, p. 4). Nationwide, districts are addressing the issue of the achievement gap through implementing formal equity professional development opportunities at their school sites. While formal equity training leaves participants transformed, they leave with little to no support in how to change their practice in order to teach more equitably. Therefore, based on Bridges' and Hallinger's (1995) problem based learning approach, the handbook, Keeping Equity in Mind, was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. The purpose of this qualitative study was to determine the usefulness of the handbook, Keeping Equity in Mind, in supporting teacher leaders in continued equity work in their classrooms once formal equity training had ended at their school sites. Participants implemented the strategies presented in the handbook in order to determine its usefulness in supporting teacher leaders in continued equity work in their classrooms. The findings of this study determined Keeping Equity in Mind is a useful tool for teachers attempting to close the achievement gap in their classrooms and the administrators who support them.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/12205
Recommended Citation
Tilley, Teri Lynn, "Keeping Equity in Mind: Strategies for Continuing Equity Work Once Formal Training Has Ended" (2014). Dissertations and Theses. Paper 1852.
https://doi.org/10.15760/etd.1851