A Case Study of Instructional Conversations for Equitable Participation in an Elementary Classroom
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2021
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Abstract
This study analyzed how the use of the Instructional Conversation for Equitable Participation (ICEP) rubric affected teaching practices in a combined kindergarten and first grade virtual classroom and made considerations for ways to improve the rubric for continued use. The rubric was designed to assist teachers and students in participating in collaborative, small group discussions that emphasized students’ identities and experiences and promoted all students’ participation. Though the rubric was under development, it influenced the teacher’s instructional practices and noticings. In particular, using the rubric revealed ways that the teacher could be more culturally responsive to the everyday experiences of her students. Analysis of the video recordings, reflection notes, and transcripts indicated that having a framework to guide reflection and determine next steps in facilitating an ICEP was beneficial. The results brought attention to the importance of discussions with small groups on equitable participation and student voice. Evidence showed that components of the ICEP rubric could also be used to enhance interactions with the whole class. The findings from this study also suggested considerations for the rubric’s content and structure and the influence participating in a professional learning community had on the teacher.
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Educational psychology, Early childhood education, Education, cultural responsiveness, equity, instructional conversations, practicality, reflective teaching, teacher noticing
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59 pages
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