Teaching Teachers to Build Equitable Classrooms
Bibliographic Data
| ID | 4256097 |
|---|---|
| Authors | Rachel A Lotan (0000-0002-7725-5605, Stanford University, corresponding author), Rachel Lotan |
| Year | 2006 |
| Volume | 45 |
| Issue | 1 |
| Pages | 32-39 |
| Publication date | 2006-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4501_5 |
| OpenAlex | W2083847493 |
| Language | EN |
| Citations received | 12 |
| References cited | 7 |
Whether they are the outcome of global immigration trends, residential living patterns, or educational reform efforts such as detracking, heterogeneous classrooms pose considerable pedagogical challenges for educators. This article describes a systemic approach to restructuring the classroom with the goal of establishing and maintaining an equitable environment by creating curriculum, instruction, and assessments deliberately and purposefully to address the range of previous academic achievement and academic skills, the linguistic variability, and the intellectual diversity found in heterogeneous classrooms. A reconceptualization of intellectual competence, academic ability, or just plain being smart is at the core of teachers' efforts to build equitable classrooms. In practice, to narrow the achievement gap and to build equitable classrooms, teachers need to work toward equal-status, balanced interaction among students working together in small learning groups. The article also details the necessary conditions for teachers to learn and to practice equitable pedagogy
Academic achievement · Competence (human resources · Curriculum · Diversity (politics · Immigration · Mathematics education · Pedagogy · Political science · Restructuring · Sociology · Early Childhood Education and Development · Education Systems and Policy · Educational and Psychological Assessments · Psychology
Teaching Toward Equity
Grouping for equity in mathematics classrooms
A Critical Examination of Tensions During Collaborations in STEM Inquiry
Looking Smart
A systematic review of Complex Instruction in the United States
Complex Instruction in heterogeneous schools
The tyranny of setting (ability grouping)
Laboratories of Democracy”
What Do Refugee Mothers Want in Urban US School Science
Advancing the Science of Teaching Reading Equitably
Unnatural Selection
Learning to Teach in a Complex Interconnected World
| Citations per year | 0.63 |
|---|---|
| Citation span | 2007 - 2026 (20) |
| Highly cited | No |