SRI Authors: Nonye M. Alozie, Andrea D. Beesley
Alozie, N., Yang, H., and Beesley, A. (2021). Designing for Diversity Part 3. Implementation of the Equity and Inclusion Curriculum Development Approach: The Role of State and Local Education Agencies. Rockville, MD: National Comprehensive Center at Westat.
Abstract
In Designing for Diversity Part 1: Where is Equity and Inclusion in Curriculum Design?, we addressed the lack of equity and inclusivity in many curriculum materials and questioned whether established approaches to designing and implementing STEM+CS curricula were suitable to the diverse needs of students. In Designing for Diversity Part 2: The Equity and Inclusion Framework for Curriculum Design, we described The Equity and Inclusion Framework for Curriculum Design (EI-CD) approach for designing and modifying STEM+CS curriculum materials. We introduced two tools—the Equity and Inclusion Design Principles (EI Design Principles) and Equity and Inclusion Planning Guide (EI Planning Guide). They support the implementation of the EI-CD approach, a curriculum design and modification cycle that integrates equity and inclusion into curriculum design. The EI-CD approach encourages state and local education leaders, community stakeholders, student advocates, and other contributors to STEM+CS education to collaborate in building the cultural context into the design or modification of curriculum materials. In this paper, we provide suggestions for how state and local leaders can move towards transformation and change in curriculum use in schools and communities that serve students with diverse needs, strengths, and contributions to society.
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