Curriculum Implementation for Equitable Learning Opportunities

• In Event: Table 4: Equity and Antiracism

Abstract

This study examined curriculum design and implementation and determined curricular features that created equitable learning opportunities for students at a summer talent development program. This program was part of a larger intervention targeting underrepresentation in gifted education funded by the U.S. Department of Education. Teachers were given a high-quality curriculum designed to develop literacy skills among primary-grade students. This qualitative study adopted a multiple-case, descriptive design and analyzed a curricular text, interviews, and observations. Findings suggest that the curriculum design afforded opportunities for equitable learning (Gutiérrez, 2007), including access, achievement, power, and identity.

Authors

• Leighann Pennington, University of Virginia

• Jane Patrick, inquirED

• Tonya R. Moon, University of Virginia

• Catherine M Brighton, University of Virginia

• Kerrigan R. Mahoney, Minnesota State University