Fostering Improvement: a reflection on equity-centered improvement across three initiatives

In this conceptual piece, we explore the emerging definition of equity-centered improvement in education. We describe how the Center for Educational Improvement and Innovation, a partnership center at the University of Maryland College Park, both conceptualizes and operationalizes equity across thre...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Frontiers in education (Lausanne) 2024-12, Vol.9
Hauptverfasser: Eubanks, Segun, Neumerski, Christine M., Callahan, Pamela Catherine, Anthony, Douglas, Snell, Jean, Blondonville, Damaries, Viviani, William, Liccione, Laura
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:In this conceptual piece, we explore the emerging definition of equity-centered improvement in education. We describe how the Center for Educational Improvement and Innovation, a partnership center at the University of Maryland College Park, both conceptualizes and operationalizes equity across three initiatives: (1) a district-embedded networked improvement community focused on math achievement and social/emotional learning; (2) a school improvement leadership academy which offers evidence-based professional learning to principals and assistant principals serving in high need schools in Maryland and New Jersey; and (3) a racial and social justice collaborative utilizing a research-practice partnership to address issues of equity within Maryland school districts. We present this article as a type of “reflective practice” as we consider how equity-focused continuous improvement plays out across these three initiatives. In focusing on how each initiative embeds and develops equity-focused improvement practices, we investigate the connection between our shared understanding of equity and its implementation.
ISSN:2504-284X
2504-284X
DOI:10.3389/feduc.2024.1434362