ERIC Number: ED635826
Record Type: Non-Journal
Publication Date: 2023
Pages: 161
Abstractor: As Provided
ISBN: 979-8-3796-1706-6
ISSN: N/A
EISSN: N/A
Navigating through Systems That Create Inequities: Elementary Teacher Perceptions
Rector, Sarah
ProQuest LLC, Ed.D. Dissertation, Gardner-Webb University
This qualitative case study was designed to explore elementary teacher perceptions of what it means to provide an equitable education for their students. These perceptions allow educational leaders insight into how teachers navigate systems that create inequities and what professional development may be needed to further support equitable learning in the classroom. K-5 certified teachers were interviewed twice to gather data on their understanding of educational equity and the correlation between classroom and state testing. Four findings emerged from this study: (a) educators believed that providing an equitable education would create successful adults, (b) educators gained cultural experiences by having conversations with their students, (c) elementary educators identified systems of inequity, and (d) educators believed that intentional plannings based on data would be the best way to support students. Based on these findings, I compiled a list of recommendations to help improve teacher understanding of educational equity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Elementary School Teachers, Teacher Attitudes, Equal Education, Teacher Student Relationship, Cultural Awareness, Educational Planning, Data Use, Student Evaluation
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A