Teaching Teachers to Build Equitable Classrooms

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Abstract/Contents

Abstract: 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.

Type of resource	text
Date created	2006

Author	Lotan, Rachel
Publisher	Taylor & Francis Group

Related Publication	Lotan, R. (2006). Teaching Teachers to Build Equitable Classrooms. Theory Into Practice, 45(1), 8.
Location	https://purl.stanford.edu/wt654sd9926

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License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

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