Ugcrtma presentation

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Ugcrtma presentation

  1. 1. Utilizing Cultural Responsive Teaching and Gifted Differentiation Curriculum to Raise Mathematical Achievement Carl B. Featherston III MA.Ed Intellectbase International Consortium Las Vegas Conference Dec 16-18 2010
  2. 2. Issues in Gifted Education <ul><li>African American Representation in Gifted Education Programs </li></ul><ul><ul><li>9.15 percent of students in gifted and talented programs (US Department of Education, 2009) </li></ul></ul><ul><li>Gifted Education and Psychology </li></ul><ul><ul><li>Intellectually inferior to Caucasians (Borland,2004). </li></ul></ul>
  3. 3. Issues in Gifted Education (cont) <ul><li>Standardized Test </li></ul><ul><ul><li>Lack cultural sensitivity (Borland, 2004) </li></ul></ul><ul><ul><li>Generalized norms from predominantly Caucasian sample groups (Ford, 1998). </li></ul></ul>
  4. 4. Issues in Math Education <ul><li>Effective Math Programs </li></ul><ul><ul><li>Unclear connections to the real world (Aslup, Springer, 2003). </li></ul></ul><ul><ul><li>Evaluating students response to lecture/transmission model (Aslup et al, 2003) </li></ul></ul><ul><ul><li>Teaching methods aren't being scrutinized to develop high level thinking (Aslup et al, 2003) </li></ul></ul>
  5. 5. State of Math Education <ul><li>Students are progressing in Math </li></ul><ul><ul><li>National increases in Math among all students (National Assessment of Educational Programs, 2009). </li></ul></ul><ul><ul><li>Though all students are progressing in math, there's still an achievement Gap between Caucasians and African Americans (NAEP, 2009) </li></ul></ul>
  6. 6. Achievement Gap <ul><li>Schools in low income area's are more segregated (Beecher, Sweeny,2008). </li></ul><ul><ul><li>Rigor of Curriculum </li></ul></ul><ul><ul><li>Commitment of the teacher </li></ul></ul><ul><ul><li>Classroom experience </li></ul></ul><ul><ul><li>Quality of education </li></ul></ul><ul><ul><li>Learning environment </li></ul></ul><ul><ul><li>Safety </li></ul></ul><ul><ul><li>Class sizes </li></ul></ul>
  7. 7. Giftedness <ul><li>Giftedness (ESEA 2002) </li></ul><ul><ul><li>Students, children, or youth who gives evidence of high academic areas such as </li></ul></ul><ul><ul><ul><li>Intellectual </li></ul></ul></ul><ul><ul><ul><li>Creative </li></ul></ul></ul><ul><ul><ul><li>Artistic </li></ul></ul></ul><ul><ul><ul><li>Leadership </li></ul></ul></ul><ul><ul><ul><li>Specific Academic Fields </li></ul></ul></ul><ul><ul><ul><li>who needs services and activities not ordinarily provided by the school in order to fully develop those capabilities (National Association of Gifted Children, 2008) . </li></ul></ul></ul>
  8. 8. Culturally Responsive Teaching <ul><li>Cultural Responsive Teaching </li></ul><ul><ul><li>Cultural Knowledge </li></ul></ul><ul><ul><li>Students Prior Learning </li></ul></ul><ul><ul><li>Preferential Learning Style </li></ul></ul>
  9. 9. Differentiation <ul><li>Differentiation </li></ul><ul><ul><li>Enrichment </li></ul></ul><ul><ul><li>Learner centered environment </li></ul></ul><ul><ul><li>Learning ability of all students </li></ul></ul>
  10. 10. Research Question <ul><li>“ Does culturally responsive teaching that uses gifted differentiation strategies raise the mathematical achievement of divers learners?” </li></ul><ul><ul><li>H1: Mathematical achievement will raise using gifted strategies </li></ul></ul><ul><ul><li>H2: Mathematical achievement will using culturally responsive teaching </li></ul></ul><ul><ul><li>H3: Students will perform higher in math in comparison to students who aren’t being taught using such strategies. </li></ul></ul>
  11. 11. Methodology <ul><li>Non Equivalent Quasi Experimental </li></ul><ul><ul><li>Qualitative </li></ul></ul><ul><ul><li>Quantitative </li></ul></ul><ul><ul><li>Transformative Paradigm </li></ul></ul><ul><li>Participants </li></ul><ul><ul><li>6 th grade students attending a title on charter school in a low income area </li></ul></ul>
  12. 12. Methodology (cont) <ul><li>Procedure </li></ul><ul><ul><li>6 th grade classroom will be split into two groups </li></ul></ul><ul><ul><li>10 days of frequent instruction </li></ul></ul><ul><ul><li>Pre and post test will be analyzed using an independent T test </li></ul></ul>
  13. 13. Limitations <ul><li>Learners will not be observed in subgroups </li></ul><ul><li>Confusion on which assumptions can be best for research. </li></ul><ul><li>Studying two levels of a variable collectively. </li></ul>

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