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Using a mixed-methods design, it evaluates participants’ experiences through surveys and interviews from March to July 2020. Survey results show statistically significant shifts toward equitable teaching practices, while interviews describe practice change via new language, collaborative reflection, and action-oriented calls. Findings guide designers of equity-focused online professional learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/designing-online-professional-learning-to-support-educators-to-teach-for-equity-during-covid-and-black-lives-matter/590146/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/designing-online-professional-learning-to-support-educators-to-teach-for-equity-during-covid-and-black-lives-matter/590146.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the course target during the COVID-19 period?","Question",{"text":112,"@type":113},"It addresses urgent needs for educators to respond to COVID-19 and the Black Lives Matter protests, helping them adopt antiracist equity mind-sets and practices despite limited in-person professional learning options.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was course impact measured in the study?",{"text":117,"@type":113},"The study used mixed methods, including immediate post-and follow-up surveys and interviews conducted between March and July 2020.",{"name":119,"@type":110,"acceptedAnswer":120},"What course elements participants found most critical?",{"text":121,"@type":113},"Participants highlighted acquiring new language, collaboratively reflecting on practice, and engaging in calls to action as key drivers of changes in their mind-sets and practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590146,1792191759,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–19 DOI: 10. 1177/23328584211067789  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nDesigning Online Professional Learning to Support Educators to Teach for Equity During COVID and Black Lives Matter  \nChristopher J. Buttimer  \nJoshua Littenberg-Tobias  \nJustin Reich  \nMIT Teaching Systems Lab  \nThe massive racial inequities exposed by the COVID-19 pandemic and the nationwide protests in response to the killings of unarmed Black people forced a reckoning among many educators about racial injustice in the educational system. In March 2020, we launched a massive open online course designed to support teachers in adopting antiracist equity mind-sets and practices. We used a mixed-methods approach to describe how the participants experienced the online course between Marchand July 2020. Participants in immediate post-and follow-up surveys reported statistically significant shifts in their mind-sets and practices toward equitable teaching practices (effect size = 0.18–58 SD). In interviews, participants described how the course helped them change their practice through acquiring new language, reflecting collaboratively on practice, and engaging in calls to action. The findings provide insight to designers of online professional learning experiences focused on equity and open up new research areas on online professional learning for equity teaching mind-sets and practices.  \nKeywords: equity, online learning, teacher education, MOOC, COVID-19  \nIn the spring of 2020, the United States and its education system were hit with two pandemics. First, COVID-19 prompted schools across the country to shut down and rapidly adopt emergency remote learning. The switch to online instruction exacerbated existing inequalities along racial and class divides (Kraft & Simon, 2020; Reich et al. , 2020), as the virus brought disproportionate suffering to Black, Latinx, and Indigenous communities while many Asian American communities were targeted by hate crimes (Centers for Disease Control and Prevention, 2020; Kwon, 2020) . Second, large-scale protests erupted in response to the pandemic of White supremacy and antiBlack racism that included a series of police and vigilante killings in the United States. Educators were faced with an urgent need to respond to these twin pandemics (Cheng & Conca-Cheng, 2020), which presented a challenge: Many U.S. educators were looking for professional learning on anti-oppressive practices; however, because of the pandemic, nearly all professional learning was now online. Yet prior to the pandemic, antiracist, equity-oriented professional development was typically conducted inperson (Parkhouse et al., 2019) . As a result, there was virtually no infrastructure for doing this type of work online for teachers.  \nIn this article, we describe our implementation of an online professional learning course on antiracist, antioppressive teaching practices within a massive open online course (MOOC) at the start of the COVID pandemic. In  \nexamining this course, we explored whether equity-driven content based on critical practice-based teacher education (PBTE) principles can be successfully translated into an online environment. We examined the following research questions:  \nResearch Question 1: To what extent did participants improve in their mind-sets and self-reported practices related to equity both immediately following the course and in the following 4 months?  \nResearch Question 2: What features of the course did participants identify and describe as critical in helping them shift in their mind-sets and practices?  \nResearch Question 3: How did the course help participants understand and address issues of inequity related to COVID-19 and the Black Lives Matter protests?  \nBackground  \n","cbCaii6pHWVtsnrq","https://ap.wps.com/l/cbCaii6pHWVtsnrq","pdf",1371038,"English","# Background\n## Online professional learning during COVID-19 and Black Lives Matter\n# Research questions\n## Mind-sets and self-reported practices\n## Critical course features\n## Addressing inequity related to COVID-19 and BLM","[{\"question\":\"What problem does the course target during the COVID-19 period?\",\"answer\":\"It addresses urgent needs for educators to respond to COVID-19 and the Black Lives Matter protests, helping them adopt antiracist equity mind-sets and practices despite limited in-person professional learning options.\"},{\"question\":\"How was course impact measured in the study?\",\"answer\":\"The study used mixed methods, including immediate post-and follow-up surveys and interviews conducted between March and July 2020.\"},{\"question\":\"What course elements participants found most critical?\",\"answer\":\"Participants highlighted acquiring new language, collaboratively reflecting on practice, and engaging in calls to action as key drivers of changes in their mind-sets and practices.\"}]","Designing Online Professional Learning to Support Educators to Teach for Equity During COVID and Black Lives Matter | PDF",1792068909,48]