1 Introduction

Achieving equity in education is not just a policy goal but a moral imperative, especially in today’s increasingly diverse classrooms. Educational equity focuses on ensuring that all students, regardless of their background, have access to the same opportunities for success. However, many researchers have highlighted that disparities in socioeconomic status, race, and gender continue to influence educational outcomes. For instance, Ainscow and Messiou (2017) emphasize that achieving equity requires not just equal resources but tailored interventions that address individual student needs [1]. Similarly, Rossier (2020) underscores the importance of promoting equity through classroom strategies, such as inclusive teaching and differentiated instruction, which directly target the needs of marginalized students [2].

Despite growing recognition of the importance of equity-focused classroom practices, current literature often overlooks the real-world application of these strategies, particularly in underfunded schools. As noted by Stetsenko (2022), while social justice frameworks have become more prominent in educational discourse, practical implementation remains inconsistent, especially in diverse educational settings [3]. Andrus and Jacobs (2020) further argue that many teachers lack the training and resources to fully embrace equity-driven practices in their classrooms, resulting in unequal outcomes even with the best intentions [4].

This paper aims to address these gaps by investigating how specific classroom practices, including inclusive teaching, differentiated instruction, and teacher expectations, can promote educational equity and social justice. By drawing on case studies from underfunded urban schools, this study will provide practical insights into how educators can adapt their teaching to support marginalized students. This focus on micro-level classroom practices offers an actionable pathway for promoting equity in real-world educational settings [5-6].

This research is significant because it provides educators with concrete strategies that can be applied immediately, unlike broader policy recommendations that may take years to implement. By focusing on the classroom level, where teachers have direct influence over student outcomes, this paper contributes to the growing literature on how daily teaching practices can foster equitable learning environments. The research questions explored include: How do inclusive teaching practices reduce achievement gaps? What role does differentiated instruction play in supporting marginalized students? How do teacher expectations shape student success? These questions guide the study, offering both theoretical and practical insights for educators and policymakers alike [7-8].

2 Literature Review

2.1 Justification of Research Problem

In recent years, educational equity and social justice have been the focus of increasing attention, yet significant gaps remain in the application of these principles within classroom settings. Ainscow and Messiou (2017) observed that while inclusive education strategies are widely discussed, their consistent implementation, especially in underfunded schools, is lacking [9]. Parson and Ozaki (2020) note that despite growing awareness, educators often struggle with adapting teaching methods to meet the needs of marginalized students due to inadequate training and resources [10]. Similarly, Ginwright (2019) points to the limitations of current strategies in addressing the structural inequalities faced by disadvantaged students [11].

This research addresses these gaps by examining how classroom-level interventions such as inclusive teaching and differentiated instruction can be effectively implemented to promote equity in real-world educational environments. Britto et al. (2013) and Kosonen (2017) emphasize that inclusion is a prerequisite for equity, but systemic barriers often prevent it from being fully realized in diverse classrooms [12-13]. This study, therefore, fills a critical gap by focusing on the practical applications of equity-driven classroom strategies, particularly in urban, underfunded schools where these interventions are most needed [14].

2.2 Relevant Insights and Analytical Tools from Existing Literature

Several studies offer insights that directly inform the methodology of this research. Rossier School of Education (2020) provides a framework for promoting inclusive teaching, including culturally relevant curricula and collaborative learning, which have been shown to improve student engagement and reduce achievement gaps [5]. Parson and Ozaki (2020) further emphasize the importance of fostering inclusive classroom environments where students’ diverse experiences and voices are respected, contributing to improved learning outcomes [10].

Differentiated instruction, another key focus of this study, has also been demonstrated to promote equity. Moore (2020) found that adjusting teaching practices to accommodate different learning styles and cultural backgrounds is essential, particularly in STEM subjects where achievement gaps are pronounced [15]. Ratnam (2022) adds that differentiated instruction, when combined with high teacher expectations, significantly improves academic outcomes for marginalized students [16].

Teacher expectations play a vital role in shaping student outcomes, as demonstrated by Andrus and Jacobs (2020), who show that high expectations can motivate disadvantaged students to perform better academically [17]. Similarly, Strunk et al. (2019) found that teacher expectations, when applied equitably, foster a sense of belonging and engagement among students, contributing to overall academic success [18]. This research builds on these insights by investigating how teacher expectations intersect with inclusive teaching practices and differentiated instruction to promote equity in the classroom [19].

2.3 Methodological Insights from Adjacent Research Fields

This study draws on methodological approaches from adjacent fields, particularly in social justice research. Case study methodology, widely used in this area, offers a detailed understanding of how equity-focused practices are applied in different educational contexts. Stetsenko (2022) used case studies to explore the role of teacher agency in promoting social justice, providing a useful model for this research [11].

Additionally, mixed-method approaches have been recommended for evaluating the impact of equity-driven teaching practices. Parson and Ozaki (2020) advocate for the combination of qualitative teacher interviews and quantitative student performance data to assess the effectiveness of classroom strategies [10]. This mixed-method framework ensures a comprehensive understanding of both the subjective experiences of teachers and the measurable outcomes of students. Strunk and Hoover (2017) similarly recommend integrating these methods to gain a complete view of how equity-focused strategies influence educational outcomes [18]. This study employs a similar approach to assess the impact of inclusive teaching and differentiated instruction on marginalized students in urban schools.

Moreover, the concept of culturally responsive pedagogy, as discussed by Ratnam (2022) and Moore (2020), provides a framework for understanding how teachers can adapt their methods to better serve diverse student populations [16][15]. This approach emphasizes the importance of recognizing and addressing the cultural backgrounds of students, particularly in underfunded schools where students often face systemic barriers to success [19].

3 Methodology

3.1 Brief Introduction

The primary goal of this study is to investigate the impact of inclusive teaching and differentiated instruction on educational equity. Given that this research does not rely on primary data collection, we employ a Systematic Literature Review (SLR) to analyze existing studies on the subject. SLR is a rigorous method that allows researchers to synthesize findings from multiple studies, providing a comprehensive understanding of the current knowledge base. By reviewing and critically analyzing existing research, this study identifies trends, gaps, and effective strategies for promoting equity through classroom practices.

3.2 Research Design

The study adopts a Systematic Literature Review (SLR) as the core research method. This approach involves a structured process of identifying, evaluating, and synthesizing relevant academic literature. The goal is to systematically search for and analyze studies that focus on inclusive teaching practices, differentiated instruction, and their impact on educational equity. This method provides an evidence-based foundation for understanding how these teaching methods are applied in real-world educational settings and their effectiveness in addressing inequalities [19].

The SLR follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, ensuring a rigorous and replicable review process. This includes clearly defined inclusion and exclusion criteria for selecting studies, ensuring that only high-quality, relevant research is included in the final synthesis [20].

3.3 Data Collection

The data for this study consists of academic articles, conference papers, and reports published within the last 10 years. To ensure comprehensive coverage, the following databases were used to identify relevant literature:

• Google Scholar

• ERIC (Education Resources Information Center)

• JSTOR

• ScienceDirect

The search terms used included "inclusive teaching," "differentiated instruction," "educational equity," "classroom practices," and "social justice in education." Studies were selected based on their relevance to the research questions and the quality of their methodology. The inclusion criteria are as follows:

• Peer-reviewed journal articles published within the last decade.

• Studies focused on the implementation of inclusive teaching and differentiated instruction in K-12 or higher education settings.

• Research that includes data on educational outcomes, student performance, or educational equity.

Exclusion criteria include studies that do not provide empirical data or that focus solely on theoretical models without real-world application [21][22].

3.4 Data Analysis

Once the relevant studies are identified, a thematic analysis will be conducted to extract key findings related to the impact of teaching practices on educational equity. Thematic analysis is a qualitative research method that involves identifying patterns or themes within the reviewed literature. The themes explored in this study will include:

• The effectiveness of inclusive teaching strategies in reducing achievement gaps.

• The role of differentiated instruction in supporting diverse learning needs.

• Challenges and barriers to implementing equity-focused teaching practices in various educational settings [23].

Additionally, a descriptive synthesis will summarize the characteristics of the studies, such as sample size, study design, and geographical context. This will provide a comprehensive overview of the existing research landscape and highlight any gaps in the literature that need further exploration.

3.5 Ethical Considerations

This research relies entirely on secondary data from publicly available academic studies, so there are minimal ethical concerns. However, to ensure transparency and integrity, the following ethical guidelines will be followed:

• All sources used in the review will be properly cited and credited.

• The study will adhere to academic standards for conducting systematic reviews, ensuring the accuracy and replicability of the review process [24].

3.6 Limitations

While the systematic literature review provides a comprehensive understanding of the existing research on inclusive teaching and differentiated instruction, there are some limitations to this approach:

• Lack of primary data: The study relies on existing literature, which may limit the ability to uncover new findings. However, the SLR aims to identify trends and gaps in the research that can inform future studies.

• Selection bias: There is a possibility of selection bias in the articles included in the review. To minimize this, a clear set of inclusion and exclusion criteria will be applied consistently throughout the review process [25].

• Geographical bias: Many of the studies included in the review may be from specific countries, limiting the generalizability of the findings to other educational contexts. However, by including international studies where possible, this limitation will be mitigated.

4 Results and Findings

4.1 Inclusive Teaching and Its Impact on Equity

Inclusive teaching, characterized by creating a supportive learning environment that values the diverse backgrounds of students, has consistently demonstrated positive outcomes in promoting educational equity. Research shows that inclusive teaching strategies, such as culturally relevant pedagogy and flexible instructional strategies, can significantly reduce academic disparities among students from various socioeconomic and cultural backgrounds [26-27]. Schools that adopt inclusive teaching practices report notable improvements in student engagement and academic performance, particularly among marginalized student groups.

For example, a review of several case studies shows that schools employing inclusive strategies saw a reduction in achievement gaps by an average of 15% over a three-year period [26]. Another study revealed that inclusive environments help increase student participation rates, particularly in schools serving low-income communities [28].

4.2 Effectiveness of Differentiated Instruction (DI)

Differentiated instruction (DI) is widely recognized for addressing the diverse learning needs of students. It allows educators to tailor their teaching approaches to meet individual student needs based on readiness levels, interests, and learning styles. Studies indicate that DI is particularly effective in improving student outcomes in mixed-ability classrooms. For instance, research shows that DI improved students' test scores by an average of 12% in classrooms where teachers adapted their instruction to meet individual student needs [28][29].

Additionally, DI has shown particular effectiveness in subjects such as mathematics and reading, where students often benefit from tiered assignments and personalized feedback. In a study conducted across several schools, differentiated instruction led to significant improvements in academic performance, especially for students from disadvantaged backgrounds [30].

4.3 Challenges in Implementing Equity-Focused Practices

Despite the documented benefits of inclusive teaching and DI, several challenges hinder their consistent implementation. A significant barrier is the lack of resources—particularly in underfunded schools. Teachers often lack the professional development, time, and instructional materials necessary to implement DI and inclusive teaching effectively [29, 30]. Additionally, during the COVID-19 pandemic, the shift to online learning further complicated the implementation of these practices, with teachers reporting difficulties in maintaining engagement and tailoring instruction in remote environments [28, 30].

Teachers reported that differentiated instruction in online settings required more time and effort to meet individual student needs, especially with limited technological resources and support [30].

4.4 Gaps in the Literature

Several gaps in the literature were identified, indicating areas where further research is needed:

• Longitudinal Research: Most studies provide short-term outcomes, but there is a lack of longitudinal research exploring the long-term effects of inclusive teaching and DI on students’ academic and social development [29].

• Global Perspectives: Much of the research focuses on Western contexts, with limited studies conducted in low- and middle-income countries. There is a need for more research exploring how these practices are adapted in non-Western educational settings [26][30].

• Specific Student Populations: While many studies focus on low-income and racially diverse students, there is limited exploration of how inclusive teaching and DI impact other marginalized groups, such as students with disabilities and English language learners [27][28].

5 Summary of Key Findings

• Inclusive teaching practices effectively reduce achievement gaps and improve student engagement, particularly for marginalized and low-income students.

• Differentiated instruction enhances student outcomes, especially in subjects like mathematics and reading, by providing tailored learning experiences.

• Challenges such as resource limitations and the complexities of remote learning environments hinder the full implementation of equity-focused teaching practices.

• Significant gaps exist in the literature, especially regarding longitudinal studies and research in non-Western contexts.

6 Conclusion

This paper explored the impact of inclusive teaching and differentiated instruction on promoting educational equity. The findings indicate that these approaches significantly improve academic outcomes for marginalized students and help reduce achievement gaps. Despite challenges such as limited resources and inconsistent implementation, both teaching methods have shown great potential in fostering equity in education. Future research should focus on addressing these challenges and expanding the application of equity-focused strategies in diverse educational contexts.