Mississippi State University MTEP team leader Liza Bondurant and collaborator Seema Rivera contributed the manuscript “Catalyzing Change for Equitable Participation” to the current issue of the Journal of Practitioner Research.
The manuscript discusses the Plan, Do, Study, Act (PDSA) cycles designed to help math teacher-researchers (TRs) create more equitable discourse patterns in their classrooms. Before the first cycle, TRs were asked to complete gender and race implicit assessment tests. Then, TRs planned and recorded a video of themselves facilitating a math discussion. Next, math teacher educators used the Equity QUantified In Participation (EQUIP) classroom observation instrument to code and analyze the discussion. Subsequently, TRs had an opportunity to reflect on the EQUIP and implicit assessment test results and set goals for making their teaching practices more equitable. Math teacher educators provided guidance and resources to help the TRs develop a plan to achieve their equitable teaching goals. The implications for PK-12 practicing teachers from two PDSA cycles with three TRs are shared. The authors hope this work will inspire and guide other TRs to implement similar PDSA cycles.
The Journal of Practitioner Research is a double-blind, peer-reviewed, open-access journal that features the work of practitioner researchers or about practitioner research across teacher and leadership education disciplines and levels. As a forum for such research, the editors invite submissions by practicing educators such as pre-service teachers, in-service teachers, teacher education faculty, educational leadership faculty, and school administrators.
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