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Connections Between Inquiry-Based Teacher Practices and Student Outcomes
Mon, April 25, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Marriott Grand Ballroom 5Session Type: Symposium
Abstract
The forces of systemic racism have too frequently led teachers to view Black and Brown students’ ways of knowing as deficient. These deficit-based views often lead to rote instructional approaches (Gee, 2004; Salazar, 2013). However, Black and Brown children deserve to have their ways of knowing not only valued, but centered in the classroom (Cervantes et al., 2016; Rodriguez, 2013). Because of this, teachers’ enactment of student-centered practice is a vital component of equity initiatives. To support shifts in policy and practice, the field needs more research connecting student-centered approaches to teaching to student learning outcomes. This symposium presents research exploring the impacts of equitable, student-centered practices on student learning.
Sub Unit
Chair
Papers
The Relationship Between Equitable Reading Instruction and Student Outcomes - Julie Jackson Cohen, University of Virginia
Examining Unique Links Between Teachers' Project-Based Learning Practices and the Quality of Student Work - JeanMarie Farrow, Fairleigh Dickinson University; Sarah Schneider Kavanagh, University of Pennsylvania; Pam Grossman, Stanford University; Preeti Ganesh Samudra, SUNY - College at Plattsburgh; Christopher G. Pupik Dean, University of Pennsylvania; Zachary Herrmann, University of Pennsylvania
A Mixed-Methods Case Study Exploring Relationships Among Teachers' Practices, Thinking, and High-Quality Student Discourse - Amanda B. Jennings, University of Michigan; Chauncey Monte-Sano, University of Michigan
Examining Teaching-Learning Associations: Theory and Measurement for Conceptual Understanding in Grades 4 Through 8 Mathematics - Richard J. Correnti, University of Pittsburgh; Mary Kay Stein, University of Pittsburgh; Bilge Yurekli, University of Pittsburgh