Opportunity-centered teaching framework adapted as four opposing equity mindset dimensions¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article draws on Milner's opportunity-centered teaching framework, rooted in critical race theory and culturally responsive and sustaining teaching, which posits that schools fail diverse students because of systemic barriers rather than lack of ability or effort. For the simulation design and analysis, the authors used Filback and Green's adaptation that "describes equity as contrast between two opposing viewpoints": Equality vs. Equity, Deficit vs. Asset, Avoidant vs. Aware, and Context-Neutral vs. Context-Centered. Each of the four simulations was designed to elicit responses related to one specific mindset dimension.

Design Implications¶

Context¶

Requirements¶

• Each mindset dimension requires a simulation scenario with decision points that elicit responses reflecting the opposing viewpoints

Constraints¶

• The authors note each viewpoint has an appropriate time and place in teaching; these competing tensions are often out of balance in schools

Target Learners¶

• K-12 classroom educators
• in-service teachers in professional learning

Target Learning Objectives¶

• equity-oriented teaching mindsets
• recognizing and disrupting inequitable practices

Claims¶

• Stm Identifies Equity Mindset Decision Points In Simulations [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Littenberg-Tobias, J., Borneman, E., & Reich, J. (2021). Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach. AERA Open. https://doi.org/10.1177/23328584211045685