This paper is drawn from Research for Action’s evaluation of the Urban Systemic Program in Philadelphia. The Urban Systemic Program is designed to enhance achievement in mathematics and science for all students. In this paper, the authors examine participants’ beliefs about equity. Case-study teachers in the sample are connected to students, believe that high achievement is possible for all students, and believe that urban students, communities, and schools need additional resources in order to achieve educational equity.
Teacher Beliefs about Equity in a Mathematics and Science Reform Program
Date: January 2003
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