Defeating Poverty’s Influence
According to the research (Wardle 2013; Kozol 2010) students who live in low income areas are exposed to a lower quality and/or standard of education than those in higher income areas. The research further states that students in integrated schools perform better on tests, possess increased ambitions for educational and occupational accomplishments, and lead more integrated lives as a result. Would a standardized, state-mandated curriculum work to support these students? Explain your answer, and support your response with at least one outside resource.
Additionally, who should be held accountable for this sub-par education?
- The teachers who are providing guidance and instruction.
- The parents whose job is to ensure their child is academically successful.
- School administrators who oversee the school’s overall success.
- The government that appropriates funding.
- The students who should have an intrinsic value of education.
Guided Response: Read at least two responses from your classmates and discuss:
- How to find common ground, if you are opposed in your viewpoints.
- How to move forward in academically supporting students in poverty.
Take time and reflect on your responses. This is not an easy topic to discuss. Be open to your classmates’ positions as well as receptive to their feedback to you. Remember to respond to those who have tried to engage you in further conversation.
The Classroom – The Cornerstone of Society
This week we discover some of the complex challenges and opportunities with which schools are faced. These challenges and opportunities include:
- Pygmalion Effect.
- Hidden Curriculum.
- Ecological Environment.
- Diversity (segregation and integration).
- Sleeper effect.
- Impact of legislation (i.e.; Brown v Board of Education & Lau v. Nichols).
- Cultural Deficit.
- Achievement Gap.
- Heterogeneous Groups.
- Parent Involvement (lack of).
- Community Involvement (lack of).
Part 1: Map it!
Each of these profound topics is extremely rich in the literature specifically in how they translate into our society. However, we shall take a more cursory approach and map these topics in one of two ways:
- How they might relate to one another (see example)
- How they might have a cause and effect relationship impacting student learning.
There are a number of ways you can represent your ideas graphically:
- Use the SmartArt graphics in MS Word, under the insert tab. Pick the graphic design that most appropriately represents the relationship between these topics you choose to map. You will need to either add more tabs/blocks to the organizational chart or create several smaller maps to address all bulleted topics.
- You could also use a number ofconcept mapping, mind mapping, or thinking map free software you may discover through Google searching such as Inspiration.
Part 2: Describe it!
Include a brief, concise summary paragraph explaining the map for your classmates. Highlight certain parts and explain the relationships. Save your graphic and description in a single document and add as an attachment when responding to the discussion.
Here’s an example:
*Note you can change colors when you click on the graphic and select the design tab in the tool bar above.
Guided Response: View at least two of your classmates’ maps and summaries and engage them in further conversation. If you presented something different discuss your different approaches and find a common ground, use research to explain your position. If you presented something very similar provide them evidence to help enhance both of your entries and explain why this evidence may be valuable to share. The goal is to generate new knowledge together. Therefore, be sure to respond to your classmates and any questions posted by your instructor as they try to engage you in further conversation.
- Human Relationships and Learning in the Multicultural Environment
- Chapter 7: Social Class Student Achievement
- Chapter 8: The Impact of Diversity of Learning
- Chapter 2: Evolution of Multicultural Education
- Bang, H. J., Suárez-Orozco, C., & O’Connor, E. (2011). Immigrant Students’ Homework: Ecological Perspective On Facilitators And Impediments To Task Completion. American Journal of Education, 118(1), 25-55. Retrieved from http://icy.gseis.ucla.edu/articles/immigrant-students2019-homework-ecological-perspective-on-facilitators-and-impediments-to-task-completion
- Cafferata, G., Gonzalez, L. (2003). Key Elements for Effective Classroom Management: A Checklist. Positive Environments, Network of Trainers. Retrieved from www.pent.ca.gov/pos/cl/keyelementsclassroomchecklist_GC.pdf
- Pate, G. S. (1981). Research on Prejudice Reduction. Educational Leadership,38(4), 288-91. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198101_pate.pdf