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Benge_Amber_DiP-MA3 __final format approved LW 7-16-2024.pdf (1.9 MB)

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Guiding Equity: An Action Research Study on Creating Equity in the Classroom in a Highly Charged Political Environment

Benge, Amber Nichole
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1721937196912736

Abstract Details

2024, Doctor of Education , University of Dayton, Educational Administration.
This mixed-methods study delves into the intricate relationship between pedagogy, pedagogical measures, and equity concerns in education, focusing on implementing Inclusiveness, Diversity, Equity, and Accessibility (IDEA) principles. The findings underscore the necessity for educational institutions to navigate legal constraints while prioritizing the creation of inclusive learning environments. Key recommendations include establishing robust support mechanisms such as guidebooks to help educators adapt to legal changes without compromising their teaching approaches. Additionally, future research should explore innovative strategies to promote IDEA, particularly from the perspectives of marginalized communities. Advocating for collaboration among educational institutions, policymakers, and stakeholders, the study emphasizes the importance of fostering conducive learning environments that facilitate the growth and success of all students. It stresses the significance of inclusivity, transparency, diversity, and accessibility in constructing a more just educational system. Combining qualitative observations with quantitative analysis, the study offers a comprehensive understanding of the diverse impacts of legislative changes and equity issues in education. Its practical implications are valuable for policymakers, educators, and stakeholders striving to create inclusive educational settings. The study calls for immediate action and targeted interventions to achieve equitable outcomes and address complex challenges. The study proposes explicitly the creation of an instructional guidebook for general education instructors to assist them in navigating evolving legal frameworks and addressing issues related to IDEA.
James Olive (Committee Chair)
Melissa Cordia (Committee Member)
Davin Carr-Chellman (Committee Member)
250 p.
Education; Education Policy; Educational Leadership; Teacher Education; Teaching
inclusion, diversity, equity, accessibility; Legislative effect on education; book and curriculum banning; chilling effect on educators; mixed methods study on educational laws and teaching

Recommended Citations

Citations

  • Benge, A. N. (2024). Guiding Equity: An Action Research Study on Creating Equity in the Classroom in a Highly Charged Political Environment [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1721937196912736

    APA Style (7th edition)

  • Benge, Amber. Guiding Equity: An Action Research Study on Creating Equity in the Classroom in a Highly Charged Political Environment. 2024. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1721937196912736.

    MLA Style (8th edition)

  • Benge, Amber. "Guiding Equity: An Action Research Study on Creating Equity in the Classroom in a Highly Charged Political Environment." Doctoral dissertation, University of Dayton, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1721937196912736

    Chicago Manual of Style (17th edition)

dayton1721937196912736
259
© 2024, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.