Equity Scenario Response Survey
Understanding Teacher Candidates’ Preparation of Their Sociopolitical Identity
Bibliographic Data
| ID | 10855676 |
|---|---|
| Authors | Nicholas Bell (0000-0001-9276-1883, University of Delaware, Newark, USA, corresponding author), Diane Codding (0000-0001-8107-317X, University of Delaware, Newark, USA) |
| Year | 2024 |
| Volume | 59 |
| Issue | 3 |
| Pages | 878-910 |
| Publication date | 2024-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00420859211027616 |
| OpenAlex | W3190681591 |
| Language | EN |
| Citations received | 6 |
| References cited | 47 |
Teacher educators have a limited amount of time to prepare candidates for becoming political change agents. Therefore, we have to understand the efficacy of preparation efforts. As a result, we developed the Equity Scenario Response Survey to understand our candidates’ preparation of their sociopolitical identity, defined by equity knowledge and skills. Findings from quantitative analyses revealed a reliable and valid scale, while qualitative analyses provided rich information about candidates’ understanding and application of skills. Overall, the utilization of quantitative and qualitative methods allowed researchers to understand from a critical race perspective, the preparedness of candidates’ sociopolitical identity to confront inequities
Educational Equity · Equity (law) · Geography · Identity (music) · Pedagogy · Political science · Politics · Preparedness · Public relations · Qualitative property · Qualitative research · Scale (ratio) · Social science · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Psychology · Social Psychology · Teacher Education and Leadership Studies
Fostering Teacher Candidate Critical Reflection and Racial Identity Development Through Explicit Instruction
Civil Rights Violations in Special Education
Evaluating diversity training in schools
Anti-Racist and Ambitious Teaching in Math Classrooms
Preservice Teachers' Conceptualizations of Equity and Equality
The Student Teaching Equity Project
Basics of qualitative research
Applying the Rasch Model
Interrater agreement and interrater reliability
The “New Racism” of K–12 Schools
A Humanizing Pedagogy
Other People's Children
Culturally Relevant Pedagogy 20 Years Later
Beyond Damage-Centered Teacher Education
Racism Without Racists
Toward a Critical Race Theory of Education
The unexamined Whiteness of teaching
Critical race theory, disability microaggressions and Latina/o student experiences in special education
More than ‘papelitos
QuantCrit
Breaking containment – the power of narrative knowing
New racism, meritocracy and individualism
Wrestling with problematics of whiteness in teacher education
Disrupting deficit notions of difference
Initial teacher education
Learning and unlearning
Reproduction in Education, Society and Culture
Telling Their Side of the Story
Culturally Relevant Pedagogy in a Diverse Urban Classroom
Backpack of Whiteness
Critical Race Theory 20 Years Later
Justice-Oriented Teaching Dispositions in Urban Education
Confronting the Marginalization of Culturally Responsive Pedagogy
A Retrospective Examination of Urban Education
Critical Race Theory and the Whiteness of Teacher Education
Culturally Relevant Pedagogy 2.0
Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods
Critical race theory
Toward a Tribal Critical Race Theory in Education
Toward a Theory of Culturally Relevant Pedagogy
Beyond the Methods Fetish
What Does Teacher Education Have to Do With Teaching? Implications for Diversity Studies
The Journal of Teacher Education
Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education
Culturally Relevant Pedagogy
| Citations per year | 1.5 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |