Browsing by Subject "Elementary secondary education"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Beyond Traditional: A Guide for Equitable and Responsive Mathematics Curriculum
    (Midwest and Plains Equity Assistance Center, 2022-09) Morton, Crystal
    When asked about school mathematics, students rarely describe it as meaningful or relevant. Research shows that students are more engaged when they are challenged to think critically, and can connect the content to their lived experiences. This "Equity Tool" is designed to assist educators in reviewing curricula to determine if it supports equitable and responsive mathematics learning experiences. Additionally, this tool can also serve as a starting point for curriculum development.
  • Thumbnail Image
    Item
    Equity by Design : Examining Law & Policy for Undocumented Immigrant Students through the pK-20 Pipeline
    (Midwest & Plains Equity Assistance Center (MAP EAC), 2017) Nguyễn, David Hòa Khoa
    The purpose of this Equity Brief is to provide some guidance for educators with regard to the challenges around supporting undocumented students in the midst of uncertain times and continued concerns surrounding Deferred Action for Childhood Arrivals (DACA). Many youth in the DACA Program have made the United States their home and have lived in the country the majority of their lives. Since its inception, DACA has been a source of contention for many, opponents argue that DACA has decreased the educational budget whereas others proponents of DACA focus on the educational opportunities it presents.
  • Thumbnail Image
    Item
    Supporting Student Success through Authentic Partnerships: Reflection from Parents and Caregivers. Equity by Design
    (Midwest and Plains Equity Assistance Center, 2017) Morton, Crystal
    When schools engage parents and caregivers as authentic partners in children's learning they begin to break down traditional barriers that have existed between home and school. Parents and caregivers from historically marginalized groups have expressed feeling unwelcome, disrespected, and devalued at school. Although many are involved in the students learning process at home their contributions are rarely acknowledged and, they are forced to either engage in a school-centered form of parent involvement or not at all. Parents and caregivers that feel valued, heard, and respected by schools become part of a strong partnership that benefits everyone especially the students.