Can Evidence-Based Teaching Techniques Address the Education Debt That Students of Color Are Owed? Issue Brief. Updated

Autor/inn/en	Davis, Tangier; Rodgers, Aireale J.
Institution	Ithaka S+R
Titel	Can Evidence-Based Teaching Techniques Address the Education Debt That Students of Color Are Owed? Issue Brief. Updated
Quelle	(2022), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence Based Practice; Debt (Financial); Minority Group Students; Paying for College; Social Influences; Equal Education; Disproportionate Representation; Cultural Awareness; Student Diversity; Educational Methods + Suchen Sie Ihr Suchwort? Studienfinanzierung; Sozialer Einfluss; Cultural identity; Kulturelle Identität; Educational method; Erziehungsmethode
Abstract	Evidence-based teaching strategies (EBTs) have become increasingly popular among practitioners looking to create classroom communities that provide supportive and rigorous learning environments for students of color. The practices have been linked to positive academic outcomes (such as higher grades and better retention). Research on EBTs have rarely addressed the social factors that affect the outcomes of students of color, and equity-minded practitioners must be vigilant in ensuring that these practices truly serve their students' needs. In this brief, the authors identify the areas where research on EBTs lacks a critical, equity-minded orientation and offer suggestions on how future research can utilize an equity-first mindset. The authors present strategies that can be used by practitioners who hope to orient EBTs towards creating equitable learning environments for their Black, Latinx, and Indigenous students and other underserved populations. [Originally published on May 16, 2022, updated on December 2, 2022.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01