-
Dialogic space: An introduction Theory Into Practice (IF 3.124) Pub Date : 2024-03-26 Maureen P. Boyd, Michael B. Sherry
Communicating in dialogic space in our classrooms prepares us to participate in a democratic, inclusive, and civil society. Dialogic space is that elusive shared space of possibilities that exists ...
-
Afterword: Dialogic space Theory Into Practice (IF 3.124) Pub Date : 2024-03-26 Rupert Wegerif
This final article in this special issue on dialogic space discusses some of the themes raised and points towards the future. It begins with a brief recollection of how the idea of dialogic space a...
-
Deepening dialogue: White preservice teachers’ use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racism Theory Into Practice (IF 3.124) Pub Date : 2024-03-13 Michael B. Sherry, Mandie Bevels Dunn, Jessica O’Brien
How might teachers and students deepen dialogic space in online discussions centered on race? This paper explores challenges of creating shared spaces of collective inquiry online across audio/visu...
-
Creating dialogic space around purposeful selection for reading and teaching diverse children’s literature Theory Into Practice (IF 3.124) Pub Date : 2024-03-08 Christina U. King, Maureen P. Boyd, Sarah D. Reid
Diverse children’s literature can support understandings of our world as culturally, linguistically, and socially rich. It can cultivate empathy and understanding, and open a dialogic space of poss...
-
Blurring the boundaries: Opening and sustaining dialogic spaces Theory Into Practice (IF 3.124) Pub Date : 2024-02-21 Edith Bouton, Adam Lefstein, Aliza Segal, Julia Snell
Dialogic educators have designed strategies to facilitate dialogic teaching, such as establishing ground rules, employing talk moves, and structuring discussions. Though productive, such strategies...
-
Dialogic space as liminal space for love: How one elementary teacher opened doors for widening community and perspective through letter writing Theory Into Practice (IF 3.124) Pub Date : 2024-02-13 Rebecca L. Witte, Mary M. Juzwik
What is the role of teachers in constructing loving dialogic space that is liminal in nature? How can curricular boundary objects catalyze new dialogic spaces connecting people in different social ...
-
Opening, deepening, and widening dialogic space in argument classrooms Theory Into Practice (IF 3.124) Pub Date : 2024-02-12 Min-Young Kim
Given the importance of teaching and learning argumentation, across disciplines for participation in academic and civil discourse, this article examines how dialogic space is created and sustained ...
-
The role of provisional language in dialogic space Theory Into Practice (IF 3.124) Pub Date : 2024-02-08 Fiona Maine
This article argues that provisional language is important for creating a dialogic space between speakers, where ideas are open for discussion; where participants respect each other’s viewpoints; a...
-
“When anybody speaks, we all need to be involved”: Classroom conditions that support dialogic space Theory Into Practice (IF 3.124) Pub Date : 2024-02-08 Maureen P. Boyd, Christopher R. Vasquez, Cara Monaco
This article discusses classroom conditions that support the co-creation of dialogic space—where our different ideas and perspectives are in conversation with others such that we might take in what...
-
Can dialogic eventness be created? Theory Into Practice (IF 3.124) Pub Date : 2024-01-29 Atle Skaftun
Turning educational ideas into meaningful learning requires planning for uncertainty. This article presents Bakhtin’s key concept of eventness as an essential aspect of defining dialogic space. To ...
-
Transforming dialogic teaching-and-learning practices in education Theory Into Practice (IF 3.124) Pub Date : 2024-01-29 Sylvia Rojas-Drummond, Ana Laura Trigo-Clapés, Ana Luisa Rubio-Jimenez, José Hernández, Ana María Márquez
While prior research has established the benefits of dialogic teaching-and-learning practices, their widespread school implementation has proven challenging. How might research on dialogic educatio...
-
There’s no place like homeplace: School principals’ roles in developing student belonging as resistance against oppression Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 Kendra Lowery, Kiara Johnson, Ra’Chelle Spearman
School principals must play a vital role in facilitating homeplace and Black joy by promoting, modeling, and holding educators responsible for their roles in contributing to homeplace. We argue tha...
-
Family and school partnership to build homeplace and protect Black autistic joy Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 LaChan V. Hannon, Michael D. Hannon
Researchers acknowledge how the experiences of Black autistic students and their families are virtually absent from educational research and research about autistic people. This chapter offers insi...
-
The intersection of hip hop and Youth Participatory Action Research (YPAR) in school counseling to create and sustain homeplace Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 Ian P. Levy, Natalie Edirmanasinghe, Kara Ieva
bell hooks described homeplace as a space for love, belonging and connection that actively resists the dominant narratives within white supremacy. This article highlights how hip hop culture and Yo...
-
Using homeplace to guide STEM identity development in Black males Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 Erik M. Hines, Edward C. Fletcher Jr, Paul C. Harris, Jerrod A. Henderson, James L. Moore III
Black males continue to be underrepresented in the fields of Science, Technology, Engineering, and Mathematics. Some of the barriers to representation are due to lack of exposure, academic expectat...
-
Affinity groups to build homeplace and cultural humility practices of white school counselors Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 E. C. M. Mason, Daniel Dosal-Terminel, Hannah Carter, Sarah York Streitmatter
Every school counselor must be fully prepared to build homeplace and Black Joy in K-12 education. For white school counselors, this requires an ongoing personal and professional commitment to cultu...
-
Educators of gifted and talented students must be formally trained for homeplace to become a reality: Recommended theories and paradigms Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 Donna Y. Ford, James L. Moore III
Given the abysmal underrepresentation of Black and other minoritized students in gifted and talented programs, there is a need to help them to be more effective with recruitment and retention. In t...
-
Affirming Black Joy & homeplace: A call to action for practitioner preparation programs Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 Benjamin Kearl, Renae D. Mayes, Riley Drake
Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the liv...
-
Introduction to the special issue: Homeplace and Black Joy in K-12 education Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 Renae D. Mayes, Benjamin Kearl, Kara Ieva
The current sociopolitical climate in the United States has increased pressure in K-12 schools while limiting resources and opportunities to support students fully. This climate renders students, e...
-
Teaching homeplace: How teachers can cultivate Black Joy through culturally responsive practices in the classroom Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 Tamara K. Lawson
Cultivating Black joy is critical, given censorship placed in schools, on Black bodies, and in the curriculum. This article conceptualizes how the dimensions of culturally responsive teaching pract...
-
“Black Girl Magic is everything”: Recommendations for cultivating supportive spaces for Black girls Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 Lauren Mims, Marketa Burnett, Raquel Martin, Seanna Leath, Brooke Harris-Thomas
The concept of #BlackGirlMagic has resonated with Black women and Black girls across the world. Black Girl Magic is as unique as a fingerprint and serves as an invitation for Black girls to be pres...
-
Beyond single-identity spaces of Black mattering: Homeplaces for Black LGBTQ+ identities in K-12 schools Theory Into Practice (IF 3.124) Pub Date : 2024-01-25 Shamari Reid
Many scholars have documented the critical importance of youth having access to spaces of joy and homeplaces in which they learn to matter. Research has shown that Black LGBTQ+ youth often struggle...
-
Strategies to accelerate the closure of opportunity gaps for Black youth Theory Into Practice (IF 3.124) Pub Date : 2023-12-05 Isaac L. Woods Jr., Scott L. Graves Jr.
The opportunity gap, frequently labeled the achievement gap, is among the most long-standing issues impacting the field of education. The outcomes of this gap have lasting consequences for the educ...
-
African-centered education (ACE): Strategies to advance culturally responsive pedagogy and equitable learning opportunities for young Black children Theory Into Practice (IF 3.124) Pub Date : 2023-12-05 Iheoma U. Iruka, Takondwa Musa, Danielle J. Allen
For too long, Black children’s educational needs have not been prioritized with attention to their culture, language, historical and contemporary racialized experiences, and building their positive...
-
Coaching wellness, health, and success: Leveraging the potential of Black male coaches to promote positive outcomes for Black K-12 students Theory Into Practice (IF 3.124) Pub Date : 2023-12-05 Isaac Woods Jr., Jarrett Murphy, Lauryn Miller, Zarria Tolbert, Larraine Graham, Trimaine Sligh
While there are low percentages of Black males as educators, psychologists, pediatricians, and psychiatrists, Black students are more likely to have a Black male athletic coach. Previous research o...
-
Improving Black student outcomes: The multifaceted role of psychology professors in higher education Theory Into Practice (IF 3.124) Pub Date : 2023-12-05 Erin Girio-Herrera, Rebecca Ferro, Minha Asif, Candice Aston
The opportunity gap has contributed to unequal educational opportunities and success among Black youth, college students, and early career professionals. The American Psychological Association, Ass...
-
Closing STEM opportunity gaps through critical approaches to teaching and learning for Black youth Theory Into Practice (IF 3.124) Pub Date : 2023-12-05 Liane I. Hypolite, Kirk D. Rogers Jr.
This article builds upon prior work by suggesting how public, K-12 education systems across the United States can address longstanding opportunity gaps in STEM education. More specifically, we brin...
-
Social-emotional and behavioral strategies to improve school outcomes for Black males Theory Into Practice (IF 3.124) Pub Date : 2023-09-15 Mark Jones, Marcel Jacobs, Kamontá Heidelburg, Scott Graves Jr.
Social-emotional interventions (SEL) are purported to be beneficial toward all students, yet researchers call into question their effectiveness toward Black boys because of the limited SEL interven...
-
Elevating mathematics achievement outcomes for Black boys: Guidance for practitioners, policymakers, and researchers Theory Into Practice (IF 3.124) Pub Date : 2023-09-15 Christopher C. Jett, Clarence L. Terry Sr.
School-aged Black boys are mathematically gifted; however, they are often underserved vis-à-vis their mathematics education. In this article, we provide guidance for multiple stakeholders to suppor...
-
The moral work of teaching reading equitably to Black children Theory Into Practice (IF 3.124) Pub Date : 2023-09-15 Bryant Jensen, Patricia Edwards
Teaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the...
-
Reducing racialized opportunity gaps through teachers’ anti-racism social-emotional competency training and education Theory Into Practice (IF 3.124) Pub Date : 2023-09-15 Kamilah B. Legette, Amy G. Halberstadt, Colleen Cassidy
Racial bias in teachers’ perceptions of Black and White students’ academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particula...
-
Interventions supporting positive psychosocial functioning of Black adolescent girls: A narrative review Theory Into Practice (IF 3.124) Pub Date : 2023-09-06 Naomi M. Ruffin, Jamilia J. Blake
The disparate experiences of Black adolescent girls across academic and behavioral domains when compared to their same-gender peers call for further examination and discussion to aid in tailoring s...
-
Albert Bandura’s legacy in education Theory Into Practice (IF 3.124) Pub Date : 2023-08-18 Dale H. Schunk, Maria K. DiBenedetto
ABSTRACT Albert Bandura's theory and research have had a profound impact on education and other fields. This collection of articles covers major applications of the theory and research to education. Topics covered include observational learning and modeling, self-efficacy, outcome expectations, self-regulation, and moral agency and disengagement. Bandura's legacy in education continues to be felt in
-
A social cognitive perspective of educators’ moral agency Theory Into Practice (IF 3.124) Pub Date : 2023-07-11 David B. Morris, Jason A. Chen
ABSTRACT By and large, teachers approach their work with the utmost care for students’ intellectual, social, and emotional well-being. But even those who hold themselves to high moral standards can sometimes act in ways that harm others when they disengage self-sanctions like guilt or self-criticism. These mechanisms of moral disengagement include (1) portraying harmful acts as beneficial, (2) obscuring
-
When enactive learning went missing, vicarious learning became a must Theory Into Practice (IF 3.124) Pub Date : 2023-07-10 R. Suzanne Legg
ABSTRACT Albert Bandura’s social learning theory focused on the interaction of personal, behavioral, and environmental factors. This article honors Bandura’s legacy with the real-life application of his theories regarding modeling, enactive rehearsal, vicarious learning, and self-efficacy. Included are excerpts from a discussion of a group of teachers from a low-income school sharing their effective
-
The contribution of social cognitive theory to school bullying research and practice Theory Into Practice (IF 3.124) Pub Date : 2023-07-05 Kay Bussey
ABSTRACT This tribute to Albert Bandura shows how his lifetime of work on Social Cognitive Theory (SCT) has contributed to a greater understanding of school bullying. Managing children and adolescents’ problematic behavior is a major challenge for schools with reducing bullying a priority. Here, the principles of SCT relevant to school bullying are outlined within the triadic reciprocal model proposed
-
Characteristics of effective models for classroom demonstrations Theory Into Practice (IF 3.124) Pub Date : 2023-07-05 Marcus Lee Johnson, Emma Burns
ABSTRACT Use of peer models during classroom demonstrations can be an effective teaching practice to support student learning and self-efficacy. According to social cognitive theory, modeling is a form of vicarious experience: those experiences through which students are able to learn and acquire knowledge through observation. As a critical source of self-efficacy, vicarious experiences involving peer
-
Influential role of self-regulated learning in preventing moral disengagement Theory Into Practice (IF 3.124) Pub Date : 2023-06-30 Héfer Bembenutty
ABSTRACT Along with the increased interest in theory and research concerning moral agency and moral disengagement, there has been heightened attention to the significant role of self-regulated learning in developing self-directed, proactive, and skilled learners. Nevertheless, these 2 psychosocial mechanisms have not been fully integrated to explain learners’ development and academic success. Their
-
How role models can diversify college students in STEM: A social-cognitive perspective Theory Into Practice (IF 3.124) Pub Date : 2023-06-30 Hyewon Lee, Paul R. Hernandez, Joseph C. Tise, Wenyi Du
ABSTRACT Bandura’s research on observational learning laid the foundation of role model research. Contemporary research shows role models support women and racial/ethnic minority students in STEM by buffering them from the deleterious effects of stereotype threats and boosting their self-efficacy. However, certain characteristics can make role models more or less influential. Thus, it is important
-
Supporting self-efficacy development from primary school to the professions: A guide for educators Theory Into Practice (IF 3.124) Pub Date : 2023-06-30 Ellen L. Usher, Amanda R. Butz, Xiao-Yin Chen, Calah J. Ford, Jaeyun Han, Natasha A. Mamaril, David B. Morris, Pilvi Peura, Raven R. Piercey
ABSTRACT Over the past 2 decades, scholars in various educational contexts have examined Bandura’s theorizing about how self-efficacy develops. Bandura proposed 4 primary informational sources of self-efficacy—enactive experiences, vicarious experiences, social persuasions, and physiological and affective states—each of which can be supported in different ways. This article first defines and situates
-
Developing collective teacher efficacy in mathematics through professional learning Theory Into Practice (IF 3.124) Pub Date : 2023-06-30 Andrea L. de Carvalho, Tracy L. Durksen, Kim Beswick
ABSTRACT Since the turn of the 21st century, collective teacher efficacy has been positively associated with improved student outcomes, even after controlling for students’ socioeconomic circumstances or prior achievement. Despite a large body of literature examining professional learning for teachers, little attention has been paid to intentionally fostering teachers’ collective efficacy. Bandura
-
Outcome expectancy in social cognitive theory: The role of contingency in agency and motivation in education Theory Into Practice (IF 3.124) Pub Date : 2023-06-29 Duane F. Shell
ABSTRACT Bandura proposed 2 constructs as central to agency and motivation: self-efficacy and outcome expectancy. Considerable research has documented the central role that self-efficacy plays in motivation, self-regulation, and learning in educational settings. Outcome expectancy, however, has received less study. This article focuses on clarifying the role of outcome expectancy in contemporary theories
-
Producing confident learners using specific tasks, competent models, and credible messages Theory Into Practice (IF 3.124) Pub Date : 2023-06-29 Sungwha Kim, Mimi Bong
ABSTRACT Of his numerous contributions, Albert Bandura’s introduction of the self-efficacy construct is arguably the most notable one. The primary aim of this article is to illustrate why it is so critically important to arm students with strong self-efficacy beliefs and how parents and teachers can achieve that goal. We begin with a brief overview of the self-efficacy construct, describing the unique
-
Creative arts, physical activity, and children’s play in early childhood Theory Into Practice (IF 3.124) Pub Date : 2023-06-02 Darlene DeMarie, Jennifer Bugos
ABSTRACT This issue contains 8 unique manuscripts that present the implications of research on the benefits of creative play and the arts for young children. The intention is to help educators and administrators to understand optimal practices in classrooms and schools. Knowledge of recent research and the theoretical frameworks will help educators to implement and apply creative play practices. It
-
Making schools work: An equation for active playful learning Theory Into Practice (IF 3.124) Pub Date : 2023-05-15 Kimberly T. Nesbitt, Elias Blinkoff, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek
ABSTRACT Research from the interdisciplinary science of learning indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially guided play. This active, playful pedagogy enhances learning through intentional instruction that activates students’ autonomy and
-
How children can use drawing to regulate their emotions Theory Into Practice (IF 3.124) Pub Date : 2023-05-11 Jennifer E. Drake
ABSTRACT Learning how to regulate emotions is a significant developmental milestone in a child’s life. It is important to understand which activities help children cope with emotionally distressing situations. One such activity, I argue, is drawing. In this article, I consider 2 ways in which drawing elevates mood in children: Drawing allows them to be distracted from their negative thoughts and feelings;
-
Evidence-based designs for physically active and playful math learning Theory Into Practice (IF 3.124) Pub Date : 2023-05-08 Daniela Alvarez-Vargas, Jessica Paola Lopez Perez, Vanessa Noemy Bermudez, Susana Beltrán-Grimm, Evelyn Santana, Kreshnik Begolli, Andres Sebastian Bustamante
ABSTRACT In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their
-
Playing the system: Advocacy for play equity in early childhood education Theory Into Practice (IF 3.124) Pub Date : 2023-05-03 Afnan Alahmari, Sarah Alrweta, Mohammad Malkawi, Veronica Nacpil, Ekaterina Strekalova-Hughes, Rachal Young
ABSTRACT This article explores advocacy practices that support teachers’ integration of play and playful learning in their classrooms. Activism is a well-documented transformative aspect of the teaching profession (e.g.), which is recently experiencing heightened political pressures. At the same time, COVID-19 exacerbated existing inequities in early childhood education. For example, in underserved
-
How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond Theory Into Practice (IF 3.124) Pub Date : 2023-05-02 Elizabeth Pope, Sallie A. Marston, Moses Thompson, Scott Larson
ABSTRACT Play is essential to learning and development in the early childhood years. Young children experiment with new skills through play, which supports the development of new competencies and furthers cognitive development. Nontraditional learning spaces such as teaching and learning gardens provide excellent opportunities for children to engage in purposeful play that supports their well-being
-
Recess time: Help or hindrance to the social-emotional development of young children? Theory Into Practice (IF 3.124) Pub Date : 2023-05-01 Carolyn Mak, Natasha Koustova
ABSTRACT Recess is an important and unique component of the school day, and yet there is a relative paucity of research on its impact on young children. Moreover, recesses are often perceived negatively by educators because they can detract from academic instructional time and, depending on the kind of play and interactions between students, may also be times of social conflict and, in some cases,
-
What really matters in play? Theory Into Practice (IF 3.124) Pub Date : 2023-04-28 Kateri Thunder, John Hattie, John T. Almarode, Douglas Fisher, Nancy Frey, Alisha Demchak
ABSTRACT This article seeks to reframe how early childhood educators think about their role in play by answering these questions: What really matters in play? How should we spend our time and energy planning, implementing, and building our expertise around play in early childhood teaching and learning? The answers reside in 5 big ideas from play research studies, meta-analyses, and meta-syntheses.
-
Young magicians in kindergarten: Skill development through performing magic tricks Theory Into Practice (IF 3.124) Pub Date : 2023-04-28 Ivett Judit Kovács
ABSTRACT Magic has been a very popular form of entertainment for thousands of years and the learning and developmental processes that take place during the process of practicing and performing the trick—are a precious phenomenon from an educational point of view. The MiniMagic kindergarten program was launched in September 2021 in a kindergarten in Józsefváros, Budapest (Hungary), in a district with
-
This issue Theory Into Practice (IF 3.124) Pub Date : 2023-01-20 Jill Newton, Megan Staples, Travis Miller, Betsy Berry
Published in Theory Into Practice (Vol. 62, No. 1, 2023)
-
A Golden Braid:* Weaving Terry Wood’s unique threads of humanity in theory and practice Theory Into Practice (IF 3.124) Pub Date : 2023-01-04 Barbara Jaworski
ABSTRACT While reading, in other articles, about the authors’ experiences with and perspectives on the work of Terry Wood, I have been struck by the many facets of Terry’s work as a mathematics educator (researcher, teacher, mentor, and friend) that emerge article after article. Having agreed to write some synthesis of the articles, I have chosen the metaphor of a braid, woven in different ways by
-
Developing self-efficacy through the social constructivist mentorship Theory Into Practice (IF 3.124) Pub Date : 2022-11-15 Carla V. Gerberry
ABSTRACT In this article, I connect self-efficacy and social constructivism and how this shaped me as a researcher and academic, as well as how connections to my advisor, Dr. Terry Wood, gave me the self-efficacy to persevere during the personal and scholarly challenges of my doctoral program. I discuss, using Bandura’s social cognitive sources of self-efficacy, how my development from graduate student
-
Collaborative approaches to enhancing theoretical perspectives and pedagogical insights Theory Into Practice (IF 3.124) Pub Date : 2022-11-08 Gaye Williams
ABSTRACT The relationship Terry and I developed as colleagues and friends illustrates elements of the legacy she leaves. Our overlapping research interests stimulated conversations about synergies and differences between our theoretical perspectives. Depending on the situation and purpose, these interactions possessed different characteristics. Terry introduced me to research conventions, we collaborated
-
The blue door: A portal to a community of learners Theory Into Practice (IF 3.124) Pub Date : 2022-11-08 Travis Miller
ABSTRACT For Terry Wood, the personal and professional were seamlessly connected. In her “House with the Blue Door” graduate students and visiting scholars lived; people gathered for conversations and music; the community reflected and found connections between important ideas. This chapter sets the stage for the special issue by contextualizing Terry’s personal and professional life with anecdotes
-
Revealing theory and enhancing practice: The Purdue Problem-Centered Mathematics Curriculum Project Theory Into Practice (IF 3.124) Pub Date : 2022-11-08 Betsy Berry, Graceann Merkel, Janell Uerkwitz
ABSTRACT In this article, we explore Terry Wood’s participation in the Purdue Problem-Centered Mathematics Curriculum Project, along with the rich and enduring personal and professional friendships that she built with the classroom teachers who were so important to the project. We highlight connections between these working relationships and the research publications that resulted from the project
-
Creating a context for graduate student learning through constructivist inquiry: Introduction to academia as learning through play Theory Into Practice (IF 3.124) Pub Date : 2022-11-08 Lindsay M. Keazer
ABSTRACT In this article, I explore the impact of receiving mentorship into research and theory of the field that was guided by a social constructivist learning lens. I reflect on the ways that my conception of research and research agenda were framed subconsciously by early experiences investigating my secondary mathematics teaching practice under the mentorship of Dr. Terry Wood. Terry mentored through
-
Tracing the threads of research to establish equitable and culturally appropriate pedagogical practices within mathematical interactions and discourse for all learners Theory Into Practice (IF 3.124) Pub Date : 2022-11-08 Roberta Hunter
ABSTRACT Research by Wood and her colleagues has had a lasting and transformative impact on the mathematical outcomes for Pāsifika learners is Aotearoa/New Zealand. In this chapter, I describe a journey from what began as a solitary teacher searching for answers for their own discomfort at the inequitable outcomes for some students in her classroom to that of teacher educator and researcher. I describe