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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.905 CiteScore™: 1.65

ISSN Imprimer: 1072-8325
ISSN En ligne: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v4.i2-3.130
pages 283-295

AN ASSESSMENT OF EQUITABLE INSTRUCTION WITHIN THREE URBAN MIDDLE SCHOOL CLASSROOMS

G. Nathan Carries
College of Education, University of South Carolina, Columbia, SC 29208

RÉSUMÉ

A midwestern state provided science and mathematics teachers with an opportunity to participate in an intense professional development program. Over three years, the researcher visited urban middle school classrooms of teachers who had and had not participated. The results reported here focus on the science instruction that occurred in three classrooms visited. Two of the teachers had completed an intense professional development experience, whereas the remaining teacher had not done so. Because equity was one of the foci of the professional development program, classroom observations and teacher interviews were used to examine the use of equitable teaching strategies.


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