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Teachers’ Experiences with Professional Learning focused on Equity and Inclusion
Manger, Jennifer A.
Manger, Jennifer A.
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Abstract
The purpose of this study was to explore the information, activities, and methods teachers take and apply to their classrooms and teaching after participating in a two year long professional learning (PL) cohort entitled “Equity and Inclusion in the Classroom.” The PL was based on Hammond’s (2015) Ready for Rigor framework and used elements of Gorski’s and Pothini’s “Case Studies on Diversity and Social Justice Education” as well as others. The facilitator began with vocabulary and moved up to situational analysis and action. It is important to the field of education to understand elements of this type of PL to ensure districts can implement programs that are effective and meaningful to their staff. I found that through a variety of activities and a process it is possible to help teachers shift their beliefs in a positive way throughout this type of chosen professional learning.
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Date
2024-01-01
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University of Kansas
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This item contains archived web content.
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Manger_ku_0099D_19760.pdf
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- Embargoed until 2174-05-31
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Keywords
Education, Equity, Equity Professional Learning, Inclusion, Inclusion Professional Learning, Professional Development, Professional Learning