Using Equity Audits in the Classroom to Reach and Teach All Students

Kathryn Bell McKenzie is professor emerita of Advanced Studies in Education at California State University, Stanislaus and associate professor emerita of Educational Administration and Human Resource Development at Texas A&M University. At California State, Kathryn was director of the EdD program in Educational Leadership and at Texas A&M, she was coordinator for the PhD in K–12 Educational Leadership.Prior to becoming a professor,Kathryn was a public school educator serving as a teacher, curriculum specialist, assistant principal,and principal for nearly twenty-five years. She was also the deputy director of the Austin Independent School District Leadership Academy. She has an international reputation with both P–12 and university educators who have used her work on equity traps and equity audits to improve educational practices that advance equity and excellence. She has numerous journal publications and books and is an educational consultant,writer, and speaker. Linda Skrla is Professor of Educational Administration at Texas A&M University. Prior to joining the Texas A&M faculty in 1997, Linda worked as a middle school and high school teacher and as a campus and district administrator in public schools. Her research focuses on educational equity issues in school leadership, including accountability policy, high success school districts, and women superintendents. Linda is Vice President of Division A of the American Educational Research Association (AERA) and Editor of Educational Administration Quarterly. She has published extensively in academic journals and has co-authored and co-edited five other books, the most recent of which is Using Equity Audits to Create Equitable and Excellent Schools (Corwin Press, 2009).

"Equity audits are critical to improving the services we provide in today′s diverse classroom. It is crucial that teachers and administrators see the inequities in the system and establish the protocols necessary to level the field."

• ForewordAcknowledgmentsAbout the Authors1. IntroductionA Brief Overview of Our Work on Equity AuditsPreviews of Chapters 2-9Chapter ConclusionSection I. Conceptual and Historical Frameworks2. Equitable and Excellent TeachingEquity Consciousness PreassessmentEquity Consciousness DefinedResearch on Equity ConsciousnessResearch on High-Quality Teaching SkillsChapter ConclusionDiscussion Questions and Activities3. Qualities of Equitable and Excellent ClassroomsAn Example of an Equitable and Excellent School: Tice ElementaryClassroom Equity AssessmentChapter ConclusionDiscussion Questions and Activities4. Auditing for Equity and ExcellenceEquity Audits in International SettingsEquity Audits in U.S. EducationRefining Equity Audits Into a Usable ToolChapter ConclusionDiscussion Questions and ActivitiesSection II. Equity Auditing in the Classroom5. Auditing for Teaching and LearningActive Cognitive EngagementWhat Our Critics Might SayZone of Self-EfficacyAn Auditing Tool: Teaching and Learning ToursChapter ConclusionDiscussion Questions and Activities6. Auditing for DisciplineResearch on DisciplineReasons for Discipline DisproportionalityAuditing Tools for Examining Classroom Disciplinary PracticesChapter ConclusionDiscussion Questions and Activities7. Auditing for Parental InvolvementWhat Research Says About Parental InvolvementClassroom Parental Involvement InventoryChapter ConclusionDiscussion Questions and Activities8. Auditing for Programmatic EquityAdvanced PlacementGifted and Talented ProgramsSpecial EducationChapter ConclusionDiscussion Questions and Activities9. ConclusionReferencesIndex