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Group Submission Type: Panel Session
The Education Equity Research Initiative is a collaborative partnership that connects organizations and individuals committed to building stronger evidence and knowledge for improving solutions for equity in and through education. It serves to help ensure that an equity lens is incorporated into data production and research across all education and development programs and policies. With more than two dozen organizations participating in its work streams and task teams, The Equity Initiative is a vital forum for bringing collective knowledge and expertise together to address the challenge of equity. The organizations in this panel are contributing to building the knowledge base and advancing the field in understanding inequities in education outcomes and developing evidence-based solutions to address them. Learn more at www.educationequity2030.org.
Teachers are essential elements of any strategy to improve equity at the classroom and school levels. It is ultimately teachers who will implement the curriculum, policies and programs of the broader education system in the classroom, and their knowledge, attitudes and practices around equity will influence the extent to which equity-focused systems-level strategies translate into more equitable classrooms. As such, this panel aims to address issues of teachers’ knowledge, attitudes, and behaviors and equity in the classroom (between students as well as in terms of learning content delivery). Moreover, the panel will look at why and how teachers’ implicit assumptions matter for equity, how teachers’ perspectives influence equity within their classrooms, and how measurement of teacher performance contribute to analyses of equity within and between classrooms.
This panel brings together an array of perspectives on non-pecuniary educational resources from within classrooms and their equity implications on the broader educational production function. Starting from inside the classrooms themselves and examining the content of the students’ learning curriculum, to analyzing the learning barriers faced by lagging students as identified by the teachers, and lastly to quantifying teacher effectiveness, this panel addresses challenges faced along these different dimensions of the educational process. The objective of the panel is to highlight the equity implications of the content of teaching practices, especially in diverse classrooms, teacher pedagogy to close the gap in learning outcomes between students, and teacher effectiveness metrics between student, as well as teacher, equity dimensions.
The panel will be structured as a series of three papers. Carina Omoeva will act as chair for the session and Benjamin Piper will be the discussant. The first presentation will by Bryant Jensen who will present on his research using the Classroom Assessment Scoring System (CLASS) and the Classroom Assessment of Sociocultural Interactions (CASI) to assess the quality and equity of teaching in Mexican classrooms. The second presentation will by Clara Pava who analyzes the participation and learning barriers that teachers see in their classrooms and how they support lagging students. The last presentation is by Wael Moussa who provides an exposition of the value-added modeling approach to quantify teacher quality and effectiveness and ascertains the equity implication of their allocation within a particular education system in Northern Nigeria as well as constructing statistical profiles of the effective and ineffective teachers in that context based on their attributes and program fidelity of implementation.
Equitable teaching for young children in Central Mexico - Bryant Jensen, Brigham Young University; María Guadalupe Pérez Martínez, Universidad Autónoma de Aguascalientes
Learning barriers and teacher strategies for struggling students: A case study of the Guatemala USDA IDEA project - Clara Pava, Save the Children
Teacher quality and student learning metrics: Evidence from northern Nigeria (RANA) - Wael Moussa, FHI 360; Nurudeen Lawal, FHI 360