Making Change for Equity: An Inquiry-Based Professional Learning Initiative

Autor/inn/en	Sidman-Taveau, Rebekah; Hoffman, Michael
Titel	Making Change for Equity: An Inquiry-Based Professional Learning Initiative
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 2, S.122-145 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1424665
Schlagwörter	Community Colleges; Communities of Practice; Equal Education; Educational Change; Inquiry; Active Learning; California + Suchen Sie Ihr Suchwort? Community college; Community College; Community; Bildungsreform; Aktives Lernen; Kalifornien
Abstract	To close equity gaps in California Community Colleges, we need institutional and curricular transformations. This article discusses research on pedagogical and institutional approaches to equity and change that guided Basic Skills faculty, administrators, student service staff, and students in the Academic Committee for Equity and Success (ACES) at a California community college. It describes how ACES members formed communities of practice (CoP), groups sharing a passion about addressing specific goals, and employed an inquiry-based model for professional learning entailing a cycle of examining disaggregated data, questioning, designing and testing initiatives, feedback, and revision. The authors analyze the resulting inquiry projects and participant reflections, feedback, and reports from the lens of equity research and a Value Creation framework for identifying cycles of learning enabled through CoP. The initial participant responses suggest the inquiry model afforded rich learning and is a promising option for supporting innovation and institutional change toward equity. Further research is needed to identify effective inquiry structures for professional learning and measure equity outcomes within the community college setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01