Ground Lesson Plans in Equity and Acceleration to Address Unfinished Learning By Sonya Murray and Gwendolyn Y. Turner As educators gather the shattered pieces from a broken, unprecedented time in education, research suggests more students are experiencing unfinished learning. According to NAEP reading and mathematics data, scores
Our work with partner districts and schools over the past three decades has confirmed that it is not a lack of intention that prevents us advancing equity. Almost everyone we have met along the way wants to make a difference in the lives of children.
Humans make assumptions about individuals based on what we see. Although we like to say that we get to know a person first, science suggests otherwise. Experiments have demonstrated that people make trait judgments based on seeing someone’s facial features after 100 milliseconds (Willis & Todorov, 2006). That’s one tenth of
This is part IV of a four-part blog series on race and teacher expectations. Click these links to access blogs: I, II and III. Research suggests a correlation between teacher expectations and student achievement (Brophy, 1983). In the U.S. we also have a systemic issue of educators having lower expectations
This is the second blog in a four-blog series on bias and teacher expectations. Access the first blog here. No matter how good our intentions to be free of prejudice, we all have implicit biases that can have a serious impact on our work in schools. Implicit