Physics teachers’ conceptions of equity: Access and achievement

Frontiers in Education

Education

Rachel E. Scherr¹  Tra Huynh¹  Amy D. Robertson²  Lauren C. Bauman³ 

[1] Department of Physics and Astronomy, Western Washington University, Bellingham, WA, United States;Department of Physics, Seattle Pacific University, Seattle, WA, United States;Department of Physics, University of Washington, Seattle, WA, United States;

关键词: equity;    access;    achievement;    high school teachers;    physics;   

DOI  :  10.3389/feduc.2023.1099480

 received in 2022-11-15, accepted in 2023-01-31,  发布年份 2023

来源: Frontiers

【 摘 要 】

Physics teachers’ definitions of equity inform how they identify inequity and take action to transform it. In this paper, we adapted Gutiérrez’s equity framework from mathematics education research to physics education research. The framework defines equity in terms of four dimensions: access, achievement, identity, and power. We used this equity framework to characterize the equity conceptions shared by 23 teachers who participated in an equity-focused professional development. We found that the access and achievement dimensions of equity are popular with teachers compared to the identity and power dimensions, and that teachers share a common understanding of conceptions of access and achievement in ways that is consistent with educational literature and discourses.

【 授权许可】

Unknown   
Copyright © 2023 Huynh, Bauman, Robertson and Scherr.