#8986. Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms

September 2026publication date
Proposal available till 28-05-2025
4 total number of authors per manuscript4500 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Education;
Developmental and Educational Psychology;
Psychology (all);
Experimental and Cognitive Psychology;
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Abstract:
This study aims to investigate the role of teacher responsiveness in promoting equity in the classroom. We hypothesise that responsiveness expands the opportunity to learn for students from historically marginalized communities. The theoretical significance and methodological complexity inherent in recognizing teachers’ responsiveness for equity are discussed.
Keywords:
responsiveness; equity; religion; income; immigrant

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