Practitioner Perspectives: Embedding Research Frameworks in School Processes

• In Event: Research-Practice Partnerships for Educational Equity: Sustaining Good Work in Challenging Times

Abstract

As the diversity of students in K-12 classrooms increases, racial and socioeconomic disparities in access, resources, and outcomes still persist (Korous et al., 2022; Reardon et al., 2019). To enhance educators’ capacity to effectively teach diverse students, education systems rely on equity-focused professional learning programs (PLs) (Bottiani et al., 2018; Villavicencio et al., 2022). In our research-practice partnership (RPP), we define equity-focused PLs as programs with three main objectives: 1) enhancing teachers' understanding of racial, socioeconomic, and cultural diversities; 2) cultivating teachers' awareness of educational equity issues; and 3) equipping teachers with strategies to promote equity in their interactions with students, families, and colleagues. To this end, we developed an evidence-based framework to deliver PLs that support educators in creating classrooms where all students feel they belong and can be successful (i.e., they experience identity safety; Steel & Aronson, 1995) through practices that validate independent and interdependent ways of being (Markus & Kitayama, 1991; 2010). This collaborative researcher and practitioner talk delves into the process and benefits of embedding a research framework for equity within an Oregon school district aimed at enhancing student belonging and success by creating culturally inclusive learning environments.
This presentation centers on the power of transforming research into practice to support making equity tangible aspects of everyday life in schools. The talk will detail aspect of the curriculum that aligned with the framework, specifically detailing how students who continually experience cues of non-belonging the form of stereotypes and lack of cultural invalidation may choose to disengage, which can lead to lowered educational performance (Hanselman et al., 2014; Verkuyten et al., 2019). Next, we will touch on the flexible, concrete strategies introduced to create classroom cultures that free students from limiting and negative stereotypes and value multiple ways of being in classrooms. Then, we will detail improvements in teachers’ beliefs and practices, as well and the benefit in student academic outcomes. Finally, this administrator will illustrate the larger integration and application of frameworks into educational structures such as professional development, hiring practices, and organizational processes.
By integrating identity safety and culture cycle framework, this RPPs showcase how making research practical can foster cohesive understandings that enable long-term benefits to teachers and students. This presentation showcases a replicable model for embedding equity-focused research within educational practice, providing a pathway for other schools to create more culturally inclusive learning environments that support the success of all students.

Author

• Perla Rodriguez, Beaverton School District