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This study examined the ways in which an equity analytics tool — the SEET system — supported middle school science teachers’ reflections on the experiences of diverse students in their classrooms. The tool provides teachers with “equity visualizations” — disaggregated classroom data by gender and race/ethnicity — designed to support teachers to notice and reflect on inequitable patterns in student participation in classroom knowledge-building activities, as well as “whole class visualizations” that enable teachers to look at participation patterns. The visualizations were based on survey data collected from students reflecting on the day’s lessons, responding to questions aligned with three theoretical constructs indicative of equitable participation in science classrooms: coherence, relevance, and contribution. The study involved 42 teachers, divided into two cohorts, participating in a two-month professional learning series. Diary studies and semi-structured interviews were used to probe teachers’ perceptions of the visualizations’ usability, usefulness, and utility for supporting their reflections on student experiences and instructional practices. A key result is that only the “equity visualizations” prompted teacher reflections on diverse student experiences. However, despite the support equity visualizations provided for this core task, the teachers consistently ranked the whole class visualizations as more usable and useful.
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This content will become publicly available on June 13, 2025
Speculative Role of AI in Addressing Inequity
The present study examined teachers’ conceptualization of the role of AI in addressing inequity. Grounded in speculative design and education, we examined eight secondary public teachers’ thinking about AI in teaching and learning that may go beyond present horizons. Data were collected from individual interviews. Findings suggest that not only equity consciousness but also present engagement in a context of inequities were crucial to future dreaming of AI that does not harm but improve equity.
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- Award ID(s):
- 2010483
- PAR ID:
- 10515219
- Editor(s):
- Hoadley, C; Wang, XC
- Publisher / Repository:
- International Society for the Learning Sciences
- Date Published:
- Journal Name:
- Proceedings of the 4th Annual Meeting of the International Society of the Learning Sciences 2024
- Format(s):
- Medium: X
- Location:
- Buffalo, NY
- Sponsoring Org:
- National Science Foundation
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