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Title: Learning Progressions, Learning Trajectories, and Equity
Authors: Delgado, Cesar
Morton, Karisma
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Delgado, C. & Morton, K. (2012). Learning Progressions, Learning Trajectories, and Equity. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 204-211). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: Learning progressions (LPs) and learning trajectories (LTs) are an approach to research that can guide the development of coherent, integrated curriculum, instruction, and assessment. They trace the development of student ideas as they grow in sophistication, across levels that are reasonably coherent networks of ideas and practices. This paper examines whether and how published LPs and LTs address issues of equity. It presents a case study where a curriculum guided by an LP closed or reduced gaps between mainstream and minority groups. We argue that implicit in most LP/LT work is a definition of equity as equal treatment for all students, and propose an alternate definition involving responsive instruction and materials that contemplate individual differences. From the analytic literature review and case study, we abstract guidelines for the development of LPs and LTs, and curriculum materials based on these, to make them more responsive to students and thus more equitable.
Appears in Collections:ICLS 2012

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