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

ISSN Imprimir: 1072-8325
ISSN On-line: 1940-431X

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Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v4.i2-3.120
pages 269-281

ADDRESSING EQUITY THROUGH CURRICULUM DEVELOPMENT AND PROGRAM EVALUATION

Donald B. Young
University of Hawaii, Curriculum Research & Development Group, 1776 University Avenue, Honolulu, HI 96822
Barbara Dougherty
Pacific Resources for Education and Learning, 828 Fort Street Mall, Suite 500, Honolulu, HI 96813
Morris K. Lai
University of Hawaii, Curriculum Research & Development Group, 1776 University Avenue, Honolulu, HI 96822
Annette Matsumoto
University of Hawaii, Curriculum Research & Development Group, 1776 University Avenue, Honolulu, HI 96822

RESUMO

The current reform movement is calling for equity for all students. This enlarges the discussion beyond the traditional concern over gender and minority inequities to include redistribution of the available resources, the educational plan and practices of the school and system, and the assessment of outcomes. This enlarged discussion raises new issues for both curriculum developers and program evaluators to consider. The Curriculum Research & Development Group (CRDG) of the University of Hawaii is charged with creating innovative instructional programs to improve learning for all students, and is, therefore, necessarily concerned about equity. Although not all the emerging indicators of equity are within the control of curriculum developers and program evaluators, there are specific areas that can be included in curriculum design, development, implementation, and assessment that can contribute to achieving equity goals. This article reports on progress in incorporating equity indicators in curriculum development and program evaluation design with specific reference to the recently completed program evaluation of the CRDG-developed Hawaii Algebra Learning Project (HALP). It also identifies equity indicators that are beyond the reach of curriculum developers.


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