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

, , University of Vermont, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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).

Citation

Ellis, N. & Rathbone, C. (2004). Teacher Education for Equity: Overcoming Status Problems and Achievement Gaps in Heterogeneous Middle School Classrooms. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 4560-4565). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 17, 2021 from .

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