Key Academic Interests and Research Projects - PowerPoint Presentation

1. Key Academic Interestsand Research ProjectsWen-Chia Claire Chang, Ph.D.Department of Measurement, Evaluation, Statistics, and Assessment Lynch School of Education, Boston CollegeResearch on Equity-Center Social Justice TeachingTeacher Education Accountability Policy & Practice

2. My Work: Connecting the DotsPracticeDesign & Implementation; Quantitative & Qualitative MethodsTeachingTheories & Applications

3. My Work: Connecting the DotsPracticeDesign & Implementation; Quantitative & Qualitative MethodsTeachingTheories & ApplicationsResearchCritical review of research on culturally responsive teaching

4. Step 1. Apply the lens of research as social practice to examine and organize the 59 studies identifiedStep 2. Apply the lens of critical race theory & intersectionality4

5. My Work: Connecting the DotsPracticeDesign & Implementation; Quantitative & Qualitative MethodsTeachingTheories & ApplicationsResearchCritical review of research on culturally responsive teachingResearchMeasuring Equity-Centered Teaching PracticeResearchTeacher Education Accountability Policy and PracticeOverarching Research: Examining how different components and arrangements of teacher education programs influence how new teachers make sense of and develop equity-centered social justice teaching practice

6. Measuring the Complexity of Equity-Centered Teaching PracticeTheories of equity-centered social justice teachingRecognizes and challenges systemic social inequitiesPromotes broadly-defined student learningInvolves more than what teachers do in the classroom, but also includes teachers’ knowledge, interpretive frames, methods, and advocacyFive international syntheses and research programsThree New Zealand Best Evidence Syntheses [BES]The Teaching and Learning Research Project (UK) [TLRP]Danielson’s Framework for Effective Teaching in the Measurements of Effective Teacher Project (U.S.) [MET]Te Kotahitanga Effective Teaching Profile [TK]The Center for Research on Education, Diversity, and Excellence’s [CREDE] Five Standards for Effective Pedagogy

7. Six interconnected principles of teaching practice for equityPrinciple OneSelecting worthwhile content and designing and implementing learning opportunities aligned to valued outcomes Principle TwoConnecting to students as learners and their lives and experiences Principle ThreeCreating learning-focused, respectful, and supportive learning environments Principle FourUsing evidence to scaffold learning and improve teaching Principle FiveTaking an inquiry stance for further professional engagement and learning Principle SixRecognizing and challenging classroom, school, and societal practices that reproduce inequity

8. Measuring the Complexity of Equity-Centered Teaching PracticeLow-level Enactment of Practice for EquityTechnical view of teachingDeficit lens of students, their culture, and experienceStatic view of knowledge and knowledge constructionTeaching is value-free, and a teacher’s responsibility excludes advocacyHigh-level Enactment of Practice for EquityComplex view of teachingAsset-based view of students, their culture, and experience Reflect on and critique knowledge and knowledge constructionTeaching is value-laden and inherently political; teachers are agents of change

9. Measuring the Complexity of Equity-Centered Teaching PracticeMegan fully embraces her responsibility to identify and challenge classroom and school practices that promote inequities for students. Megan sets cognitively challenging goals and communicates to her students clearly and consistently. She purposefully draws upon a variety of sources to cultivate their conceptual understanding and encourages students to challenge information in textbooks. She deliberately uses various pedagogical strategies to capture students’ interests. Megan also works with others in a professional community to pose questions, reflect on her own assumptions, and proactively respond to student needs.Much lower Slightly lower About the same Slightly higher Much higherWhat is your assessment of your own level of enactment compared to that teacher’s practice described in that scenario?

10. Measuring the Complexity of Equity-Centered Teaching PracticeUtility & ImplicationsCapture change/growth in the journey of learning to teachProvide a platform to discuss, elaborate, and reflect on one’s pedagogy, teaching philosophy, instructional decisions, challenges encountered, and confusions remained in the local contextsProvide an important evidence for research projects that investigate program improvement and build theory about the conditions that support teacher candidates’ learning and equity practice

11. Project TEER: Teacher Education and Education ReformHow are these initiatives (re)defining practice and policy in teacher education?How are the problems of teacher education constructed and framed by the major reform initiatives?What are the solutions proposed by the major reform initiatives?Nine-member Research TeamMarilyn Cochran-Smith, Molly Cummings Carney, Elizabeth Stringer Keefe, Stephani Burton, Wen-Chia Chang, Beatriz Fernández, Andrew F. Miller, Juan Gabriel Sánchez, & Megina Baker

12. Project TEER: Teacher Education and Education ReformTeachers College Press, 2018

13. Current Work and Plan

14. Wen-Chia Claire Chang, Ph.D.Department of Measurement, Evaluation, Statistics, and Assessment Lynch School of Education, Boston Collegechangw@bc.eduTEER’s new book: Reclaiming Accountability in Teacher Education