Contents Preface xi Who Are We to Be Writing About Equity? xi Acknowledgments xv 1. Introduction 1 Why Did We Write This Book? 1 Equity Is Excellence 2 Opportunity to Learn 5 Equitable and Ambitious Instruction 9 2. Equity and Expectations 18 Mechanism 19 A Brief History of the Research on Teacher Expectations 21 Current Research on Expectations 24 Bias and the Limits of Awareness 27 Expectations and Teacher Perceived Self-Efficacy 31 3. Holding Environment 35 Why Place So Much Importance on the Classroom Environment? 37 A Note on Mindset 40 Equity and Holding Environment 41 Desirable Features of the Classroom Holding Environment 42 The Challenge of Building an Equitable Holding Environment 49 4. Grade-Level Content and Task 51 Why Does Curriculum Matter (Especially for Equity)? 52 Why Does Grade Level Matter (Especially for Equity)? 54 A Word About Rigor 58 Task 59 The Connection Between Task Instruction and Equity 61 A Learning-Oriented Approach to Task 64 A Product- or Assessment-Oriented Approach to Task 69 5. Thinking as Learning 72 How Thinking Works 73 The Equity Challenge: Who Gets Asked to Think? 75 Core Concepts for Planning Equitable Thinking 78 Designing for Thinking: Planning for Outcome Versus Process 89 6. Adaptive Teaching 94 Adaptive Teaching and Formative Assessment 95 The Elicit, Interpret, and Respond Cycle 97 Making Thinking Visible 98 Interpreting Student Thinking 102 Teacher Response: The Instructional Fulcrum 104 The Role of Teacher Response in Maintaining Cognitive Demand 106 7. Potentially Problematic Practices 110 Questioning and Wait Time 110 Differentiation and Scaffolding 113 Grouping 118 Learning Intentions and Success Criteria 120 Feedback 122 8.

Motivation 126 Motivation Is Not a Personality Trait 127 Maslow and the Myth of Needs as Prerequisites 129 Intrinsic Motivation and Its Misuse 130 Distinguishing Motivation From Engagement 131 Competence Motivation 133 Perceived Self-Efficacy 134 Flow 136 Stereotype Threat 137 Psychological Safety 138 Being Relevant Versus Being Interesting 139 Goals 140 Choice, Autonomy, and the Illusion of Agency 142 Behaviorism Isn't All Bad 143 Agency as the Real Goal 144 9. Conclusion 147 Systems Thinking and the Complexity of Instructional Improvement 148 Opportunity to Learn Is a System Stock, Not an Outcome 150 Beliefs About Students are Both the Source and Product of Opportunity to Learn 152 Maximizing Opportunity to Learn Is Everyone's Responsibility 154 Belief Change Through Practice, Not Compliance 155 Final Thoughts 157 References 159 Index 177 About the Authors 187.