Teacher Education for Equity: Overcoming Status Problems and Achievement Gaps in Heterogeneous Middle School Classrooms

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Ellis, N. & Rathbone, C. (2004). Teacher Education for Equity: Overcoming Status Problems and Achievement Gaps in Heterogeneous Middle School Classrooms. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4560-4565). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13138.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Nancy Ellis, Charles Rathbone, University of Vermont, United States

Abstract

This paper introduces and presents development plans and research in progress on the effectiveness of a visual and text package that is intended to raise beginning teachers' awareness of status problems in classrooms. Differences in students' social and academic status (as seen by their peers) are frequently overlooked by teachers; but those inequalities can interfere with students' learning, especially among those students with relatively lower status. Instructional video, graphics, and text form a package for teachers is being developed by partners from the elementary teacher education faculty at the University of Vermont (UVM), the Vermont State Department of Education, and International Business Machines (IBM).

Keywords

• Elementary Education
• Students
• Teachers
• Business

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