Walking the walk: using classroom analytics to support instructors to address implicit bias in teaching
Walking the walk: using classroom analytics to support instructors to address implicit bias in teaching
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DOI：
10.1080/1360144x.2019.1692211
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发表时间：
2019-11-23
影响因子：
1.3
通讯作者：
Shah, Niral
中科院分区：
文献类型：
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作者：
Reinholz, Daniel L.;Stone-Johnstone, Amelia;Shah, Niral
内隐偏见是所有教师在课堂上必须面对的问题；本文描述了一种学术发展方法来帮助教师解决这个问题。该方法以EQUIP（）为中心，这是一个免费的基于网络的应用程序，用于执行课堂观察，提供按社会标记分类的数据。教师参与对EQUIP分析的反思迭代循环，以跟踪课堂参与情况，并对教学做出可衡量的改变。在这里，我们描述了一个为期一个学期的学习社区，其中三位大学数学教师反思了EQUIP分析，以减少他们教学中的内隐偏见。
Implicit bias is an issue that all instructors must face in their classrooms; this article describes an academic development method to help instructors address it. The method centres on EQUIP (), a free, web-based application for performing classroom observations that provides data disaggregated by social markers. Instructors engaged in iterative cycles of reflection on EQUIP analytics to track participation in their classes and make measurable changes to their teaching. Here we describe a semester-long learning community in which three university mathematics instructors reflected on EQUIP analytics to reduce implicit bias in their teaching.