Walking the walk: using classroom analytics to support instructors to address implicit bias in teaching

被引：15
|
作者：
Reinholz, Daniel L. [1 ]
Stone-Johnstone, Amelia [1 ]
Shah, Niral [2 ]
机构：
[1] San Diego State Univ, Dept Math & Stat, San Diego, CA 92182 USA
[2] Univ Washington, Coll Educ, Seattle, WA 98195 USA
来源：
INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT | 2020年 / 25卷 / 03期
关键词：
Gender; implicit bias; mathematics education; race; reflection; PARTICIPATION; MICROAGGRESSIONS; EXPECTATIONS; REFLECTION;
D O I：
10.1080/1360144X.2019.1692211
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Implicit bias is an issue that all instructors must face in their classrooms; this article describes an academic development method to help instructors address it. The method centres on EQUIP (), a free, web-based application for performing classroom observations that provides data disaggregated by social markers. Instructors engaged in iterative cycles of reflection on EQUIP analytics to track participation in their classes and make measurable changes to their teaching. Here we describe a semester-long learning community in which three university mathematics instructors reflected on EQUIP analytics to reduce implicit bias in their teaching.
引用
收藏
页码：259 / 272
页数：14
相关论文
共 19 条
  • [1] A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers’ Diagnostic Support System
    Tobias Kärner
    Julia Warwas
    Stephan Schumann
    [J]. Technology, Knowledge and Learning, 2021, 26 : 31 - 52
  • [2] A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers' Diagnostic Support System
    Kaerner, Tobias
    Warwas, Julia
    Schumann, Stephan
    [J]. TECHNOLOGY KNOWLEDGE AND LEARNING, 2021, 26 (01) : 31 - 52
  • [3] A campus walk with Tillich and What'sApp A successful classroom teaching tactic that can be replicated by other instructors
    Nelson, Derek R.
    [J]. TEACHING THEOLOGY AND RELIGION, 2019, 22 (04): : 336 - 336
  • [4] Walking the walk of eteachng and elearning: Enhancing teaching and learning using the new technologies
    Arnold, J
    [J]. Constructing the Infrastructure for the Knowlege Economy: Methods and Tools, Theory and Structure, 2004, : 629 - 641
  • [5] "What to do about Batson?": Using a Court Rule to Address Implicit Bias in Jury Selection
    Sloan, Annie
    [J]. CALIFORNIA LAW REVIEW, 2020, 108 (01) : 233 - 265
  • [6] A study of the problems that instructors encounter when using ICT to support teaching and learning in engineering education
    Jitgarun, K
    Arunrungrusmi, S
    Sombunsukho, S
    Bunchum, W
    [J]. 4TH GLOBAL CONGRESS ON ENGINEERING EDUCATION, CONGRESS PROCEEDINGS, 2004, : 173 - 176
  • [7] Using equityXdesign to Develop Nursing Curricula The Implicit Bias Clinical Teaching Program Case Study
    O'Connor, M. Rebecca
    Beard, Kenya V.
    van Ryn, Michelle
    Inevil, Samuelle G.
    Palacios, Liliana
    Strauss, Amelia
    Acosta, Adrian
    Rustan, Keondra
    Willgerodt, Mayumi
    Pintye, Jillian
    Hulick, Johanna
    Hirsch, Anne
    de Castro, Butch
    [J]. NURSE EDUCATOR, 2024, 49 (01) : 57 - 59
  • [8] Using Lectio Divina for non-scriptural texts A successful classroom teaching tactic that other instructors can replicate
    Elkins, Kathleen Gallagher
    [J]. TEACHING THEOLOGY AND RELIGION, 2019, 22 (02): : 128 - 128
  • [9] Using Analytics to Support Instructor Reflection on Student Participation in a Discourse-Focused Undergraduate Mathematics Classroom
    Daniel L. Reinholz
    Kenneth Bradfield
    Naneh Apkarian
    [J]. International Journal of Research in Undergraduate Mathematics Education, 2019, 5 : 56 - 74
  • [10] Using Analytics to Support Instructor Reflection on Student Participation in a Discourse-Focused Undergraduate Mathematics Classroom
    Reinholz, Daniel L.
    Bradfield, Kenneth
    Apkarian, Naneh
    [J]. INTERNATIONAL JOURNAL OF RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION, 2019, 5 (01) : 56 - 74
12