Research essay on U.S. public school reformation solutions to close achievement gaps for language minority students taking into account best global models for language instruction and overall education of students.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Parents' Perceptions and Attitudes for Denying Bilingual Education by Dr. Mar...William Kritsonis
Parents' Perceptions and Attitudes for Denying Bilingual Education by Dr. Maria Hinojosa and Luz Elena Martinez - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Parents' Perceptions and Attitudes for Denying Bilingual Education by Dr. Mar...William Kritsonis
Parents' Perceptions and Attitudes for Denying Bilingual Education by Dr. Maria Hinojosa and Luz Elena Martinez - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (i.e., did not qualify for the reduced or free lunch program), English Language Learners who were Moderately Poor (i.e., qualified for the reduced lunch program), and English Language Learners who were Extremely Poor (i.e., qualified for the free lunch program). In all cases, reading achievement was lowest for English Language Learners who were Very Poor, followed by English Language Learners who were Moderately Poor. English Language Learners who were Not Poor had the highest reading performance in all four school years. Implications for policy and practice, as well as recommendations for future research, are provided.
Almost all Moroccan institutions of education, as others elsewhere, of all levels from primary, secondary to higher, of all sectors, from private to public, of all shapes and sizes, from metropolitan universities to small institutions, are starting to teach English as a second language to students. These students’ learning is influenced by their parents’ involvement in and attitudes toward English language. Such influence is what the current study tires to investigate and evaluate in the Moroccan context. To this end, a quantitative approach was adopted, and 31 questionnaires were distributed on students at Sidi Mohamed Ben Abdellah University. The results showed that parents were strongly involved in their children’s learning of English though with varying degree. Parents with educational background and considerable income accompanied their children through all twists and turns of their learning journey. The less fortunate ones, however, were less engaged when it comes to orienting their children’s specialty choice. It was also found out that most parents recognized the crucial role of English language. The findings revealed also that parents’ support in and positive attitudes toward English language have significantly facilitated and contributed to the academic achievement of the students.
Michelle Colquitt Professional Development Lesson PlanMichelle Colquitt
This lesson plan was created for Georgia Southern University's FRIT 7765--Clinical Practicum in School Library Media. This paper covers GALILEO (Georgia Library Learning Online) and was delivered at Jefferson Middle School on March 27, 2017.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Final draft of research on sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of instruction in case of: Yekatit 23 primary school by employing purposive sampling techniques method. To achieve the purpose of the study, the main target group is Deaf student and their teacher 15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. The participant selected purposively for Yekatit 23 primary school and the student were selected from Grade 6-8 because the researcher assume that the have a better understanding and experience. The two points on practice and challenges rating scale questionnaire consisting of 15 items for teacher and a Two point rating scale questionnaire consisting of 13 items for student and for both of them the researcher use open ended question and observation check list has been used to collect the data. Depending upon the data collected both qualitative and quantitative methods were employed in the analysis of the collected data. The findings have shown that the majority of Deaf students (53%) have shown there is inadequate use of instructional material. The major challenges were related to accessibility of instructional material, student teacher ratio and classroom environment. The study has also confirmed that the school and most of school community (67%) have awareness about sign language as a medium of instruction. Generally, the result suggests the effective measures of need to be taken to reduce challenges of the practice of sign language as a medium of instruction by accessing instructional material and matching student teacher ratio and create an accessible classroom environment. Further research also required to fulfill the gap of practicing sign language as a medium of instruction. Some recommendations were made based on findings particularly to improve the practice of sign language as a medium of instruction and reducing the challenge of student and teachers. The study gives a direction on priory area of intervention such as giving training to teachers and students to develop their skill and providing appropriate material and hiring new teacher to match student teacher ratio.
Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (i.e., did not qualify for the reduced or free lunch program), English Language Learners who were Moderately Poor (i.e., qualified for the reduced lunch program), and English Language Learners who were Extremely Poor (i.e., qualified for the free lunch program). In all cases, reading achievement was lowest for English Language Learners who were Very Poor, followed by English Language Learners who were Moderately Poor. English Language Learners who were Not Poor had the highest reading performance in all four school years. Implications for policy and practice, as well as recommendations for future research, are provided.
Almost all Moroccan institutions of education, as others elsewhere, of all levels from primary, secondary to higher, of all sectors, from private to public, of all shapes and sizes, from metropolitan universities to small institutions, are starting to teach English as a second language to students. These students’ learning is influenced by their parents’ involvement in and attitudes toward English language. Such influence is what the current study tires to investigate and evaluate in the Moroccan context. To this end, a quantitative approach was adopted, and 31 questionnaires were distributed on students at Sidi Mohamed Ben Abdellah University. The results showed that parents were strongly involved in their children’s learning of English though with varying degree. Parents with educational background and considerable income accompanied their children through all twists and turns of their learning journey. The less fortunate ones, however, were less engaged when it comes to orienting their children’s specialty choice. It was also found out that most parents recognized the crucial role of English language. The findings revealed also that parents’ support in and positive attitudes toward English language have significantly facilitated and contributed to the academic achievement of the students.
Michelle Colquitt Professional Development Lesson PlanMichelle Colquitt
This lesson plan was created for Georgia Southern University's FRIT 7765--Clinical Practicum in School Library Media. This paper covers GALILEO (Georgia Library Learning Online) and was delivered at Jefferson Middle School on March 27, 2017.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Final draft of research on sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of instruction in case of: Yekatit 23 primary school by employing purposive sampling techniques method. To achieve the purpose of the study, the main target group is Deaf student and their teacher 15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. The participant selected purposively for Yekatit 23 primary school and the student were selected from Grade 6-8 because the researcher assume that the have a better understanding and experience. The two points on practice and challenges rating scale questionnaire consisting of 15 items for teacher and a Two point rating scale questionnaire consisting of 13 items for student and for both of them the researcher use open ended question and observation check list has been used to collect the data. Depending upon the data collected both qualitative and quantitative methods were employed in the analysis of the collected data. The findings have shown that the majority of Deaf students (53%) have shown there is inadequate use of instructional material. The major challenges were related to accessibility of instructional material, student teacher ratio and classroom environment. The study has also confirmed that the school and most of school community (67%) have awareness about sign language as a medium of instruction. Generally, the result suggests the effective measures of need to be taken to reduce challenges of the practice of sign language as a medium of instruction by accessing instructional material and matching student teacher ratio and create an accessible classroom environment. Further research also required to fulfill the gap of practicing sign language as a medium of instruction. Some recommendations were made based on findings particularly to improve the practice of sign language as a medium of instruction and reducing the challenge of student and teachers. The study gives a direction on priory area of intervention such as giving training to teachers and students to develop their skill and providing appropriate material and hiring new teacher to match student teacher ratio.
A presentation I did on integrating the iPad for staff at my school. While nothing here is new I wanted to pull together a few concepts like SAMR, Bloom's taxonomy and workflows.
I think this is a great summary.
The History of the Limited English Proficiency Program in American Public Sch...AJHSSR Journal
ABSTRACT : The struggle of American migrants and their families has been a part of the American story since
the beginning. These individuals faced unique challenges and barriers to assimilation, including the language
barrier. As a response, the American Government was forced to enact laws to protect the non-English-speaking
children of these migrants, ensuring their education. The current research paper examines the historical origins of
the Limited English Proficiency label in American Public schools, the classification system utilized, and
contemporary issues faced by participating students.
Parents' Perceptions and Attitudes for Denying Blingual Education by Dr. Mari...William Kritsonis
Parents' Perceptions and Attitudes for Denying Blingual Education by Dr. Maria Hinojosa and Luz Elena Martinez - Published by NATIONAL FORUM JOURNALS, www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Martinez, luz elena perceptions and attitudes focus v9 n1 2012 (posted)William Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lensijtsrd
This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non-psycho-expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non-psycho-expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learners attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/20303/remedial-instruction-in-language-disfluencies-in-the-non-psycho-expert-lens/mick-mars-p-silvano-lpt-maelt
FACTS SCHOOL INTEGRATIONThe Benefits of SocioeconomicallyMargaritoWhitt221
FACTS SCHOOL INTEGRATION
The Benefits of Socioeconomically and Racially Integrated Schools and
Classrooms
APRIL 29, 2019
https://tcf.org/topics/education/school-integration/
https://tcf.org/
Research shows that racial and socioeconomic diversity in the classroom can provide students with a range of cognitive and
social benefits. And school policies around the country are beginning to catch up. Today, over 4 million students in America are
enrolled in school districts or charter schools with socioeconomic integration policies—a number that has more than doubled
since 2007.
Here’s why the growing momentum in favor of diversity in schools is good news for all students:
Academic and Cognitive Benefits
On average, students in socioeconomically and racially diverse schools—regardless of a student’s own economic status—have
stronger academic outcomes than students in schools with concentrated poverty.
Students in integrated schools have higher average test scores. On the 2011 National Assessment of Educational
Progress (NAEP) given to fourth graders in math, for example, low-income students attending more affluent schools scored
roughly two years of learning ahead of low-income students in high-poverty schools. Controlling carefully for students’
family background, another study found that students in mixed-income schools showed 30 percent more growth in test
scores over their four years in high school than peers with similar socioeconomic backgrounds in schools with concentrated
poverty.
Students in integrated schools are more likely to enroll in college. When comparing students with similar
socioeconomic backgrounds, those students at more affluent schools are 68 percent more likely to enroll at a four-year
college than their peers at high-poverty schools.
Students in integrated schools are less likely to drop out. Dropout rates are significantly higher for students in
segregated, high-poverty schools than for students in integrated schools. During the height of desegregation in the 1970s
and 1980s, dropout rates decreased for minority students, with the greatest decline in dropout rates occurring in districts
that had undergone the largest reductions in school segregation.
Integrated schools help to reduce racial achievement gaps. In fact, the racial achievement gap in K–12 education closed
more rapidly during the peak years of school desegregation in the 1970s and 1980s than it has overall in the decades that
followed—when many desegregation policies were dismantled. More recently, black and Latino students had smaller
achievement gaps with white students on the 2007 and 2009 NAEP when they were less likely to be stuck in high-poverty
school environments. The gap in SAT scores between black and white students continues to be larger in segregated
districts, and one study showed that change from complete segregation to complete integration in a district could reduce as
much as one quarter of the current SAT scor ...
Geert Driessen & Michael Merry (2014) ER Trends in educational disadvantage.pdfDriessen Research
The central question in this study is whether the language and math delays of
the different socio-economic and ethnic minority groups targeted by Dutch educational
disadvantage policy have diminished or not. Data are from the years
1995, 1999, 2003 and 2008. Information from a total of 90,000 pupils in Grades
2 and 8 was selected to represent the start and end points of primary education.
The conclusion is that large differences exist between disadvantaged and nondisadvantaged
pupils at the start of primary school. Minority target group pupils
have a substantial language delay. In the last year of primary school, this delay
has diminished somewhat but it is still substantial. In the period 1995–2008 the
delays of the minority target group pupils have declined by more than 40%. Part
of the non-minority target group pupils also made gains, but these are less than
those observed for the minority target group pupils. Moreover, for the period
2003–2008, the relative position of the non-minority target group pupils with
regard to their language skills can be seen to deteriorate.
Engaging Families to Support Indigenous Students’ Numeracy Devel.docxbudabrooks46239
Engaging Families to Support Indigenous Students’ Numeracy Development
Abstract
Indigenous children are performing poorly in mathematical skills compared to their non-indigenous counterparts in the classroom. Reasons such as unequal education opportunities and socio-economic factors have been put forward by education scholars to justify this statement. This paper will look at some of the learning and teaching strategies that can be used in Australian education to help indigenous students in improving their numeracy skills. https://yourhomeworkaide.info/2021/06/02/briefly-describe-an-organization-with-which-you-are-familiar-describe-a-situati/ The teaching and learning skills will revolve around engaging the families, improving the relationship between home and school, and bridging the cultural gap. The parents, the community and the educators have crucial roles in implementing these learning and teaching strategies.
Introduction
Numeracy skills have been an issue in the academic endeavors of many students in Australia. More so the numeracy skills are relatively poor in indigenous students compared to non-indigenous; the achievement gap between indigenous and non-indigenous widen over time and there is worrying evidence that the size of gap in recent years has been increasing (Klenowski, 2009). Indigenous people have not been recognized in the constitution therefore they are living as immigrants in their own mother land; this means they have been sidelined in national development activities, such as education, making it difficult to close the achievement gap between them and non-indigenous people.
Many people use the word numeracy interchangeably with mathematical skills, even though related, numeracy is a broad field that involves mathematical skills, problem solving and communication skills. Numeracy goes beyond the learning process that is mainly employed in a school setting; numeracy involves the understanding of quantitative techniques that are used to communicate, solve problems, respond to issues and help in the day to day undertakings. It is almost next to impossible to achieve numeracy skills without literacy.
Indigenous students have poor numeracy skills that are as a result economic, policy and pedagogical issues. The high levels of truancy and low performance can be attributed to the economic challenges that indigenous students undergo. Educational policies have not been able to provide a level playing grounds for indigenous and non-indigenous children, there has been unequal opportunities in terms of financing, tutelage and the curriculum. All these issues can be solved by engaging the parents and communities in the decision making processes on education issues especially those regarding indigenous students. https://intellectualessay.com/2021/05/08/mgmt2021-business-law-legal-systems-in-the-caribbean/
Literature Review
Pre-schooling
In order to improve the numeracy achievement gap between non-indigenous and indigenous s.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
CARN paper on action research as professional developmentDoctoralNet Limited
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Closing Achievement Gaps in U.S. Public Schools: Exploring Global Models of Language Education
1. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 1
Closing Achievement Gaps in U.S. Public Schools:
Exploring Global Models of Language Education
Meghan J. Lee
Kennesaw State University
July 2014
2. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 2
Closing Achievement Gaps in U.S. Public Schools:
Exploring Global Models of Language Education
The U.S. public education system is experiencing a significant increase in the population
of students that are identified as English Language Learners (ELL) referred to in this essay as
language minority students. The U.S. Department of Education’s National Center for Education
Statistics’ Schools and Staffing Survey (SASS) from the 1999-2000 school year showed that
0.31% of all students enrolled in public schools nationwide were identified as ELL. The 2011-
2012 school year’s SASS results indicated the language minority student population had
increased to 9.2% of the entire student population enrolled in the U.S. public school system.
With such a significant increase in language minority students, the achievement gap in public
education in the United States has widened not only between ELL and native speakers, but also
between the United States and many other countries that participate in the Organization for
Economic Co-operation and Development (OECD) Program for International Student
Assessment (PISA).
It is common knowledge in the education field that the Latino population is the least
educated of all the U.S. minorities; moreover, Latino learners hold the place as the second largest
group of students served in U.S. public school. This widening achievement gap in U.S. public
education requires a reformation of current policies and instructional practices to emulate the
proven success of other nations that have focused on increased investment in their own public
education systems with equitable division of funding for schools and wraparound social
programs and improved instructional practices that offer culturally and linguistically sustaining
3. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 3
pedagogy with an emphasis on open-ended performance-based assessment rather than restrictive
accountability measures.
Examination of U.S. Instructional Models for Language Minority Students
The United States has a history of viewing the languages and cultures of students of color
as being undesirable. All prior U.S. educational models “fell in line with White, middle-class
norms” (Paris, 2012, p. 93). Cultural and linguistic experiences of students of color were
replaced by whatever the educating body deemed to be the desired norm. This deficit model for
minority students continued until the 1970s and 1980s when the deficit viewpoint relented to the
difference approach that posited minority experiences were equal to, but different from the
dominant culture and language of policymakers. Both models focused on the loss of the
heritages, cultures, and languages of minority students to ensure that they would “succeed in
American schooling” (Paris, 2012, p. 94).
Ladson-Billings introduced the concept of culturally relevant pedagogy (CRP) in 1995 as
a step in the right direction towards the celebration of diversity within education in the United
States. Recent research has offered updated viewpoints on the terminology of CRP and
additional insights into the theory of culturally sustaining pedagogy that supports a “multiethnic
and multilingual present and future” for learners (Paris, 2012). In fact, Ladson-Billings (2014)
has even offered a “re-mix” of her original theory of CRP after reading Django Paris’ modern
reflection on her culturally relevant pedagogy theory.
Prior to the implementation of the No Child Left Behind Act, some urban public schools
in the United States were utilizing bilingual education programs with their students quite
successfully; however, a recent research study titled “No Child Left Bilingual: Accountability
and the Elimination of Bilingual Education in New York City Schools” conducted by Kate
4. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 4
Menken and Cristian Solorza (2012) found a “causal link between the pressures of test-based
accountability imposed [by the] No Child Left Behind Act” and a rapid transition to “English-
only policies in city schools” (p. 1). Many New York City schools feared being labeled as low
performing and did not want to risk sanctions such as closure by enrolling and educating
language minority students. Thus, the schools transitioned to shortsighted ESL programs as they
struggled to meet the strict accountability measures such as annual yearly progress (AYP) on
state exams and graduation rates that were required for funding through NCLB and the
subsequent “Race to the Top” federal program that provides grants to selected states.
Unfortunately, the schools that serve language minority students often ended up on the “Schools
In Need of Improvement” lists due to these students’ poor results on required standardized tests
that the state administered for strict accountability purposes (Merken & Solorza, 2012, p. 11).
Accordingly, the lack of instruction in the students’ native languages and the negative
attention placed on them by inappropriate accountability measures, blatantly contradicted
extensive research that indicates that many bilingual students are able to successfully “engage in
hybrid language practices” that guides them in the cultivation of “bilingual/bicultural academic
identities that would support their continuing success in school” (Palmer & Martinez, 2013, p.
269). Furthermore, this extensive research indicates that language minority students that have
had the opportunity to “develop their home languages in school are likely to outperform their
peers in English-only programming and succeed academically” (Menken & Solorza, 2012, p. 6).
Unfortunately, many U.S. school districts lack qualified teachers for bilingual and ESL
programs and as a result, turn to the Sheltered Instruction Observation Protocol (SIOP) model as
a possible solution to address the learning needs of an ever-increasing population of language
minority students in their communities with mediocre results. Short & Echevarria (1999) stated
5. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 5
that the SIOP offered a “venue for learning about second language acquisition and for
understanding the challenge English language learners face each day as they study multiple
subjects through their non-native language” (p. 18). Thus, Walters (2013) concluded that the
paucity of research on the effectiveness of the SIOP model should not prevent school districts
from using it as a professional development tool; however, it must be noted that this research
study resulted in non-SIOP trained teachers outperforming those that were trained in the SIOP
model and thus, suggested that the strategies assessed may simply be only effective instructional
practices known as “Just Good Teaching” rather than being unique to SIOP (Walters, 2013, p. 8).
Consequently, while the SIOP model offers teachers a proven set of strategies for
instructing language minority students as well as monolingual learners, it falls short of
encouraging teachers to “find ways to develop students’ primary language skills” and
additionally, overlooks the “dynamics of interaction in bilingual classrooms” (Palmer &
Martinez, 2013, p. 273).
With diverse cultural and linguistic educational experiences being the norm worldwide,
the fact remains that many U.S. public schools are relying on instructional models that do not
value multiethnic and multilingual student experiences and seldom offer student-directed
learning opportunities in schools that serve low-income students. This has a negative outcome on
the academic achievements of most language minority students since they make up a large
population in schools that serve low-income families. Current practices in U.S. public schools
demonstrated that student-centered learning often occurred more in schools that serve affluent
and middle-class students than in schools that serve low-income families (Darling-Hammond,
Friedlaender, & Snyder, 2014, p. 2). The restrictive federal policies such as NCLB and the Race
to the Top prevent schools that serve low-income students from engaging in these successful
6. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 6
models for learning because they are too busy focusing on increasing students’ test scores on the
mandated exams.
The recent adoption of the Common Core State Standards (CCSS) and associated
assessments are creating even greater challenges for schools that serve students from low-income
families. In order to close the opportunity gap that arises from the disparities between the
educational practices of schools in high-SES and low-SES communities, there must be support
for student learning, extensive professional development, and collaboration at multiple levels
(Darling-Hammond, Friedlaender, & Snyder, 2014, p. 5).
A recent OECD report on international education achievement noted that the nations that
had improved the most had invested a higher portion of “education resources in schools that
serving the most disadvantaged students” (Darling-Hammond, Friedlaender, & Snyder, 2014, p.
6). Accordingly, U.S. schools provided as examples in the research study of student-centered
instruction were forced to rely on outside funding to accomplish their learning goals (Darling-
Hammond, Friedlaender, & Snyder, 2014, p. 6).
The following sections synthesize various international examples of language minority
education in South Korea, the United Arab Emirates, and Norway to gain alternative insights into
possible reformation strategies that could be implemented to close the achievement gaps in U.S.
public education for language minority learners.
Investigating Global Language Education Models
The following research on language education in the United Arab Emirates (UAE) and
Norway demonstrated that while the two nations are vastly different in language, culture, and
climate, they reflected a shared vision of equal education for all students, a track record of
increased education and social program funding, an emphasis on performance-based open-ended
7. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 7
assessment, and a focus on preparing students to join the expansive global economy of the
future. South Korea shared similar goals of investment in education and preparation of students
to join a global economy, but differed from the UAE and Norway by placing too much
prominence overall on the acquisition of the English language to the detriment of students’
unique culture, language, and national identity (Kim, 2006).
Analyzing South Korea’s Penchant for English Language Instruction
The South Korean government believes that education is the pathway to success in the
global economy (Kim, 2006). Yanghee Kim’s research study titled “English Fever in Korea:
Impacts on the Teaching of English and Social Issues That Arise” stated that many Koreans
consider learning English to be a “major concern in all areas of government, business, and
education” as students prepare to master the communication skills needed to compete in the
“emerging Korean global economy and society” (p. 1). In fact, many universities and employers
in South Korea and abroad require students to take the Test of English for International
Communication and the Test of English as a Foreign Language and attain a high proficiency
score to be admitted or employed. With such high achieving cultural expectations and resulting
high-stakes testing, it is no surprise that South Koreans are heavily invested in gaining English
language proficiency.
The research study cited above examined the social impact of English language
acquisition in South Korea. Apparently, the English language accounts for at least 80% of the
available content on the Internet (Kim, 2006, p. 2). The Communicative Language Teaching
(CLT) method for language instruction is becoming popular in South Korea; however, it may
prove to be “inappropriate to the local culture of learning [that] tends to promote mechanical
learning and a lack of individualism and creative thinking” (Kim, 2006, p. 3). The eagerness of
8. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 8
many Koreans to achieve English proficiency for themselves and their children has resulted in a
somewhat shortsighted approach to learning and a costly endeavor as Korean families on average
devote “one-third of their income to private lessons in English, art, and music” (Kim, 2006, p.
10). The national curriculum even provides access to English language instruction through native
speakers through the Ministry of Education’s English Program in Korea (EPIK) that was
implemented in 1995 and hires teachers from English-speaking countries to teach the language in
Korean public schools, but the program has a low teacher retention rate.
The Korean government utilizes a national examination that emphasizes English, math,
and science as the most important subjects in the global economy. In general, students are only
recognized as successful in the labor market when they attend prestigious universities, and these
institutions of higher learning require excellent examination scores and high GPAs. Kim (2006)
stated that students that fail to enter universities at all are condemned to low-income and low-
status occupations (p. 13).
As a result of the national examination process, public schools are required to follow the
national curriculum, and teachers are “forced to teach to the test (Kim, 2006, p. 13). This high-
stakes national testing and admission process places negative social pressure on parents to push
their children to academic extremes with the heaviest burden on the students themselves to gain
admission to respected universities in South Korea.
Unequal access to quality English language education caused extreme gaps between
Korean students’ English proficiency levels. The EPIK model is insufficient to meet the English
learning needs of the students by failing to retain high quality native English-speaking teachers,
and the reliance on the CLT model is not suited to the cultural norms of South Korean students.
Thus, South Korean English language education offers a glimpse of the realities of putting
9. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 9
money in the right places, but failing to conduct critical research on the best instructional
practices for language education.
In summary, while South Korea has succeeded in promoting a globalized mindset and
sizeable investment in public education, the national climate towards language education in
English was implemented in a negligent manner that did not take into account the unique
cultural, linguistic, and socioeconomic levels of Korean students and their families.
Examining Compulsory Bilingual Education in the United Arab Emirates
The Emirate of Abu Dhabi within the confederation of emirates known as the United
Arab Emirates in the Arabian Gulf region recently implemented an extensive public education
reformation plan for kindergarten and early primary grades dubbed the “New School Model”
(NSM). Enacted in 2010 with the intention to extend the plan each year to cover all of the grade
levels, the NSM (ADEC, 2010) was designed and is currently supervised by the Abu Dhabi
Education Council (ADEC), a “supra-government education body” that operates under the
guidance of the Ministry of Education in the emirate (Gallagher, 2011, p. 62). The NSM (ADEC,
2010) extended ongoing reforms in pedagogy, curriculum, and school leadership, but also
introduced the English language as a mandatory instructional medium that would run parallel to
Arabic language instruction. This mandatory parallel bilingual learning model was declared a
“monumental step” towards achieving an internationally recognized education model in the Gulf.
Kay Gallagher’s research paper cited above, titled “Bilingual Education in the UAE:
Factors, Variables, and Critical Questions” explored the “macro-factors and contextual
variables” inherent in compulsory bilingual schooling in the Abu Dhabi emirate (2011, p. 62).
Gallagher’s focus on the wide-scale factors and indispensable inquiries regarding the side-by-
10. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 10
side simultaneous bilingual model proved invaluable in the examination of the effectiveness of
the educational reform taking place in the emirate.
The Director-General of the Abu Dhabi Education Council stated that the goal of the
New School Model is to focus on creating “bi-literate students” that can “understand, speak,
read, and write in both English and Arabic” (ADEC, 2010). This mandatory bilingual education
is unprecedented in the Gulf region that historically viewed English as a language of the
“colonizing and bellicose west” (Gallagher, 2011, p. 63). While language education is often
politicized, it is explicitly so in the Gulf region because the country was previously a
“protectorate” of Great Britain before gaining independence; however, with the local population
representing the minority group among a majority of expatriate workers and their families from
all over the world, the Abu Dhabi emirate’s educational reform and significant investment in
equitable education can be interpreted as a step towards a “multifaceted contemporary identity”
for the United Arab Emirates on the world stage as a leader in progressive education reform
(Gallagher, 2011, p. 73).
Similar to South Korea’s universities, English dominates the Arabic language in post-
secondary education in the UAE; in fact, in the nearby emirate of Dubai, it is actually impossible
find tertiary education in Arabic at all (Gallagher, 2011, p. 66). It can be postulated that this
emphasis on English in universities could have been a deciding factor in the implementation of
compulsory English language instruction in Abu Dhabi. As Gallagher (2011) explained, the
“high failure levels in English are endemic,” with diploma-level students in the UAE earning the
“lowest overall scores out of twenty countries” on international benchmark exams for English
proficiency levels (p. 68).
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Bilingual education in Arabic and English presents a significant burden on students’ first
language acquisition because Arabic is actually a triglossic language that encompasses three
varieties: colloquially spoken Arabic, Modern Standard Arabic for schools and written media,
and classical Arabic necessary for Quran study. Thus, the early side-by-side partial immersion
model in Abu Dhabi is a difficult undertaking. Students that lack home support for basic Arabic
and/or English will need ongoing remediation.
The NSM (ADEC, 2010) offers a unique opportunity to examine the outcomes of parallel
bilingual education in two completely different languages. Moreover, with many teachers in the
emirate not possessing high levels of bilingual proficiency in either Arabic for native English
speakers, nor English for native Arabic speakers, the critical factors of professional development
for faculty, inclusion of all stakeholders in the education process, the retention of high quality
teachers, and a great deal of patience and flexibility will be paramount to the success of the
education reform (Gallagher, 2011, p. 69).
In summary, it is certainly feasible that the bilingual education model in the Abu Dhabi
emirate will eventually demonstrate that multiple language literacy results in cognitive
advantages, and cultivates an attitude of “open mindedness and appreciation of diversity” as long
as the crucial variables that bring about such outcomes are available to all students (Gallagher,
2006, p. 71). The Ministry of Education has undertaken a bold stance in the emirate. With the
assistance of the Abu Dhabi Education Council, as well as continued significant equitable
funding for education and implementation of culturally and linguistically sustaining pedagogy,
the education reform will be a successful one.
12. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 12
Exploring Norway’s Equal Education Policies & Practices for Immigrant Students
Between 1980 and 2006, Norway’s immigrant population more than tripled, according to
Oystein Djupedal, the former Minister of Education and Research’s foreword written in 2007 for
the “Equal Education in Practice Strategic Plan.” Djupedal’s statement further elaborated on
Norway’s vision for language minority immigrant pupils. Based on the Declaration of Soria
Moria developed by the Red-Green political coalition, the following five overall goals are clearly
outlined in the “Equal Education in Practice Strategic Plan” for education reform in Norway:
! Improving language skills for pre-school children of linguistic minorities
! Improve learning outcomes of linguistic minority students in primary and secondary
! Increase amount of linguistic minority pupils in academic track or vocational training
! Increase the number of linguistic minority pupils enrolled & completing university
! Improve Norwegian language proficiency of language minority adults
The introductory paragraphs of the strategic plan emphasize proven strategies for
successful education of language minority students, as well as all types of learners. Culturally
and linguistically sustaining instructional practices are mentioned along with the critical
cooperation between home and school, as well as all stakeholders (Equal Education in Practice,
Norwegian Ministry of Education & Research, 2007, p. 9).
Thirty-eight lengthy measures are outlined in the strategic plan to assess goal
achievements. One interesting measure was the free core time for pre-school linguistic minority
children that provides subsidies for 15 hours per week for 8 months per child to attend local
nurseries for important early learning, language, and social support. Additionally, another
measure stated that individually tailored Norwegian language instructional support will be
provided for language minority students, and linguistic minority teachers will be heavily
13. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 13
recruited and scholarships for high quality teacher training will be awarded with more than two
hundred already dispersed to candidates.
Norwegian language instruction is provided in addition to home language support for
primary and middle school students in hopes of promoting dual language outcomes over time.
Assessment tests in seven different languages were developed to gauge whether language
minority students were in need of further testing for learning disability interventions. Overall, the
thirty-eight measures included benchmarks and pilot projects for every major and minor goal that
was outlined in the “Equal Education in Practice Strategic Plan.”
With such a large increase in language minority populations within the last approximately
35 years in Norway, it is refreshing to see that the country is embracing the multicultural realities
and adopting an outlook of enrichment towards its immigrants. With such a focus on not only on
schools, but also wraparound social programs to benefit the families that the schools serve,
Norway is positioning itself as a leader in the successful education of language minority students
by utilizing the best practices for cultural and linguistically sustaining pedagogy. Though the
country is not as populous, or as economically prosperous as the United States, Norway provides
an excellent example of education reform that addresses the individual needs of all students
including their ever-increasing language minority immigrant population.
Recommended Solutions to Close U.S. Achievement Gaps
The United States would greatly benefit from following the best practices that can be
found in these nations’ education models. While South Korea has neglected certain elements
needed for successful language instruction, the nation demonstrates a desire to be top contenders
in an increasingly global economy and a readiness to make education the first priority for future
generations. Abu Dhabi’s compulsory bilingual education model and top to bottom reformation
14. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 14
of their lackluster public education system offers a courageous example of investing ever-
increasing amounts of money in the education of public school students in their country and a
willingness to take risks in pursuing unknown outcomes for parallel bilingual teaching. Norway
provides an extensively researched strategic plan for addressing the needs of their language
minority population from early childhood to adulthood taking into account the nuances of such a
widespread reformation.
In conclusion, the widening achievement gaps in U.S. public education can be closed
through the adoption of policies and instructional practices that emulate successful example
nations, such as the ones discussed above, that have invested heavily in their nation’s public
education systems with equal funding for schools and wraparound social programs to address the
multifaceted needs of families, and revising their instructional practices to reflect culturally and
linguistically sustaining pedagogy with a focus on open-ended performance-based assessment
rather than an unfair system of accountability.
15. CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS 15
References
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reform,” Abu Dhabi Education Council, Abu Dhabi, Retrieved July 18, 2014 from Web.
Equal Education in Practice. (2007). Norwegian Ministry of Education and Research. Retrieved
July 2, 2014, from Web in PDF format.
Gallagher, K. (2011). Bilingual education in the UAE: factors, variables and critical questions.
Education, Business and Society: Contemporary Middle Eastern Issues, 4(1), 62-79.
Kim, Y. (2006). English Fever in Korea: Impacts on the teaching of English and Social issues
that arise. The Internet Journal of Language, Culture, and Society, 1(16).
Retrieved July 2, 2014, from Web.
Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard
Education Review, 84(1), 74-84.
Menken, K., & Solorza, C. (2012). No Child Left Bilingual: Accountability and the Elimination
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Education, 37(1), 269-297.
Paris, D. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology,
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