Date of Award

Spring 2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Michelle Bennett

Abstract

This qualitative case study was designed to explore elementary teacher perceptions of what it means to provide an equitable education for their students. These perceptions allow educational leaders insight into how teachers navigate systems that create inequities and what professional development may be needed to further support equitable learning in the classroom. K-5 certified teachers were interviewed twice to gather data on their understanding of educational equity and the correlation between classroom and state testing. Four findings emerged from this study: (a) educators believed that providing an equitable education would create successful adults, (b) educators gained cultural experiences by having conversations with their students, (c) elementary educators identified systems of inequity, and (d) educators believed that intentional plannings based on data would be the best way to support students. Based on these findings, I compiled a list of recommendations to help improve teacher understanding of educational equity.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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