Equity and Equality: How Data Visualizations Mediate Teacher Sensemaking about Racial and Gender Inequity

Autor/inn/en	Reinholz, Daniel; Shah, Niral
Titel	Equity and Equality: How Data Visualizations Mediate Teacher Sensemaking about Racial and Gender Inequity
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Equal Education; Visual Aids; Racial Bias; Gender Bias; Data Analysis; Middle School Teachers; Mathematics Teachers; Data Use; Teacher Attitudes; Teaching Methods; Racial Differences; Gender Differences; Social Justice + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Racial discrimination; Rassismus; Geschlechterstereotyp; Auswertung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Rassenunterschied; Geschlechterkonflikt; Soziale Gerechtigkeit
Abstract	This manuscript focuses on the role of data analytics in mediating how teachers make sense of racial and gender inequity in patterns of student participation in their classrooms. Five middle school mathematics teachers participated in a year-long professional development program, centered on data analytics generated by the EQUIP observation tool. Through the authors' analyses, they documented six distinct teacher logics used to make sense of the data. The articles discussed how these logics were mediated by particular features of the given data visualizations. It closes with recommendations for the future study of the design of data visualizations and a discussion of implication for mathematics teacher education. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01