Ensuring Equity and Social Justice Using Modeling as Explained in a Meta-Analysis
Location
PARB 128 (First Floor)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Can modeling when we teach cultivate equitable education systems for
the 21st century including equity and social justice? Participants will discuss
evidence explaining modeling’s effects during instruction as shown by Chaudhary
and Singh, (2020). This meta-analysis explaining modeling’s effects included
24,598 participants in 27 studies with a 0.52 effect size. To appreciate the
magnitude of these effects, a 0.65 effect size is equal to about one year’s growth
on commercially prepared norm referenced standardized tests. When we model
the objective conditions, can we ensure equity and social justice by providing the
visual, auditory, and tactile learners what they need to create understanding for the
lesson objective? Participants will review this study and discuss providing equity
and social justice for students.
Keywords
Equity, Social Justice, Modeling
Professional Bio
1968 -1991: Elementary and Special Education Teacher 1991 - Present Professor Armstrong State University/Georgia Southern University 2008 - 2018 Chair, Elementary and Special Education 1990 Ed. D. University of San Francisco
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Hobe, John and Piedmont, Erin, "Ensuring Equity and Social Justice Using Modeling as Explained in a Meta-Analysis" (2022). Georgia Educational Research Association Conference. 47.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/47
Ensuring Equity and Social Justice Using Modeling as Explained in a Meta-Analysis
PARB 128 (First Floor)
Can modeling when we teach cultivate equitable education systems for
the 21st century including equity and social justice? Participants will discuss
evidence explaining modeling’s effects during instruction as shown by Chaudhary
and Singh, (2020). This meta-analysis explaining modeling’s effects included
24,598 participants in 27 studies with a 0.52 effect size. To appreciate the
magnitude of these effects, a 0.65 effect size is equal to about one year’s growth
on commercially prepared norm referenced standardized tests. When we model
the objective conditions, can we ensure equity and social justice by providing the
visual, auditory, and tactile learners what they need to create understanding for the
lesson objective? Participants will review this study and discuss providing equity
and social justice for students.
