Supporting Math and Science Teachers' Noticing of Inequitable Participation With Video-Based Instructional Coaching Groups

• In Event: Improving STEM Instruction

Abstract

Participation is important for identity development and student learning in math and science classrooms; however, students from marginalized groups tend to have inequitable access to participation in these spaces. Noticing for equity can be difficult for teachers because they often encounter too much information to process simultaneously, yet teachers must notice inequity to make instructional moves that foster equitable participation. This multiple-case study examines how video-club coaching conversations can support noticing for equity with three math and science teachers. Findings indicate that teachers overlooked inequitable participation, coaching groups’ public observations made inequitable participation visible, and comments regarding inequitable participation shifted teachers’ instructional goals. Our work highlights the benefits of video-based coaching groups for guiding teachers toward noticing for equity.

Authors

• Daniel Pimentel, Stanford University

• Jessica Lee Stovall, University of Wisconsin - Madison