How OER can support teacher collaborative learning to enact equitable teaching practices
Bibliographic Data
| ID | 13017397 |
|---|---|
| Authors | Bryant Jensen (0000-0001-5016-9216, Brigham Young University, corresponding author), Royce Kimmons (0000-0001-7744-2315, Brigham Young University) |
| Year | 2022 |
| Volume | 16 |
| Issue | 5 |
| Pages | 538-553 |
| Publication date | 2022-10-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-12-2021-0230 |
| OpenAlex | W4303647038 |
| Language | EN |
| Citations received | 1 |
| References cited | 64 |
Purpose Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices. Design/methodology/approach Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the “Open Guidebook Approach” (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with Making Meaning (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals. Findings Teachers using Making Meaning recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices. Originality/value OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms
Mathematics education · Meaning (existential · Originality · Pedagogy · Qualitative research · Sociology · Teaching method · Value (mathematics · Computer Science · Innovative Teaching and Learning Methods · Open Education and E-Learning · Psychology · Teacher Education and Leadership Studies
The practicality ethic in teacher decision-making
Inside Teacher Community
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Teaching through Interactions
Qualities of classroom observation systems
Teacher collaboration
Toward a Theory of Teacher Community
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
Learning from Teacher Observations
A review of research on the impact of professional learning communities on teaching practice and student learning
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Passivity or tacit collaboration
Open educational resources
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
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Collaborative inquiry in teacher professional development
Teacher learning in the context of a video club
Appropriating protocols for the regulation of teacher professional conversations
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Social Organizational Factors in Learning to Read
Advancing the Science of Teaching Reading Equitably
Culturally Relevant Pedagogy 2.0
Conceptualization, Measurement, and Improvement of Classroom Processes
Teachers Learning to Implement Equitable Classroom Talk
Professional Development and Teacher Learning
Relocating Research on Teacher Learning
The Causal Effects of Cultural Relevance
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Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics
What Makes Professional Development Effective? Results From a National Sample of Teachers
Teacher Collaboration in Instructional Teams and Student Achievement
Early Evaluation Findings From the Instructional Conversation Study
Cultural Perspectives on School Motivation
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice
Funds of knowledge for teaching
The Teacher Research Movement
Missing the (Student Achievement) Forest for All the (Political) Trees
Equity pedagogy
Altering the Trajectory of the Self-Fulfilling Prophecy
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Parsing the Practice of Teaching
Investigating the Role of Social Status in Teacher Collaborative Groups
Looking closely and listening carefully
Dismantling anti-black linguistic racism in English language arts classrooms
Social Reproduction in Classrooms and Schools
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |