Key Academic Interests and Research Projects

1. Key Academic Interestsand Research Projects • Research on Equity-Center Social Justice Teaching • Teacher Education Accountability Policy & Practice Wen-Chia Claire Chang, Ph.D. Department of Measurement, Evaluation, Statistics, and Assessment Lynch School of Education, Boston College

2. My Work: Connecting the Dots Practice Design & Implementation; Quantitative & Qualitative Methods Teaching Theories & Applications

3. My Work: Connecting the Dots Practice Design & Implementation; Quantitative & Qualitative Methods Teaching Theories & Applications Research Critical 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 identified Step 2. Apply the lens of critical race theory & intersectionality

5. My Work: Connecting the Dots Overarching 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 Practice Design & Implementation; Quantitative & Qualitative Methods Teaching Theories & Applications Research Critical review of research on culturally responsive teaching Research Measuring Equity-Centered Teaching Practice Research Teacher Education Accountability Policy and Practice

6. Measuring the Complexity of Equity-Centered Teaching Practice • Theories of equity-centered social justice teaching • Recognizes and challenges systemic social inequities • Promotes broadly-defined student learning • Involves more than what teachers do in the classroom, but also includes teachers’ knowledge, interpretive frames, methods, and advocacy • Five international syntheses and research programs • Three 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] • TeKotahitanga 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 equity

8. Measuring the Complexity of Equity-Centered Teaching Practice • High-level Enactment of Practice for Equity • Complex view of teaching • Asset-based view of students, their culture, and experience • Reflect on and critique knowledge and knowledge construction • Teaching is value-laden and inherently political; teachers are agents of change • Low-level Enactment of Practice for Equity • Technical view of teaching • Deficit lens of students, their culture, and experience • Static view of knowledge and knowledge construction • Teaching is value-free, and a teacher’s responsibility excludes advocacy

9. Measuring the Complexity of Equity-Centered Teaching Practice What is your assessment of your own level of enactment compared to that teacher’s practice described in that scenario? Megan 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 higher

10. Measuring the Complexity of Equity-Centered Teaching Practice Utility & Implications • Capture change/growth in the journey of learning to teach • Provide a platform to discuss, elaborate, and reflect on one’s pedagogy, teaching philosophy, instructional decisions, challenges encountered, and confusions remained in the local contexts • Provide 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 Reform Nine-member Research Team Marilyn Cochran-Smith, Molly Cummings Carney, Elizabeth Stringer Keefe, Stephani Burton, Wen-Chia Chang, Beatriz Fernández, Andrew F. Miller, Juan Gabriel Sánchez, & Megina Baker • How 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?

12. Project TEER: Teacher Education and Education Reform Teachers 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 College changw@bc.edu TEER’s new book: Reclaiming Accountability in Teacher Education