Exploring Traces of Equity in Teachers’ Instructional Practices, Assessment and Treatment with Students in Early Years of Education

Abstract

Culturing equitable practices in learners’ early years of education are
significant for their sound development and upbringing. According to
OECD (2012), the education systems are highest in performance when
quality and equity exist in them. The extent to which schools are
equitable depends upon the learners how the learners perceive education
as equitable. Most recently, Pakistan’s global commitment to achieve
Sustainable Development Goals (SDGs) compelled policy developers
and researchers to address equity issues of early childhood education in
Pakistan. For the study, the researchers collected evidences from students
of grade-level three of public schools in Punjab pertaining to their
experience of equity in teachers’ instructional practices, assessment and
treatment. Convergent mixed-methods design was used for the study.
Data were collected from teachers, head teachers, students and parents
were major stakeholders. Teachers teaching students of early years of
education were randomly selected. For quantitative data, 2023 teachers
responded on the questionnaires, while, for qualitative data, interviews
were conducted from 20 head teachers, parents and students. We
concluded that students have had fewer equitable experiences at schools.
Mostly, teachers had been inequitable in their instructional practices,
treatment, and assessment in early years of education. It was
recommended for schools to address inequitable situation particularly in
terms of teachers’ treatment, assessment and instructional practices
during early years of students’ education