Group presentation in a Masters Degree level course about equality in education. This slideshow is a summary of Chapter 1 from Closing the Poverty & Culture Gap: Strategies to Reach every Student by Donna Walker Tileston and Sandra K. Karling.
World without poverty is one of my dreams! And I fuss over it in lot of ways. My readings of current writers on Poverty suggest that we need a view on life of the poor. This ebook is an attempt to express the same. It is my contribution to understanding and eradication of poverty in the world. Download the ebook here.
Briefly it covers three main aspects:
How poor get poor?
I look at three phases over which a household gets into a poverty trap. This, I believe, is critical to understand as it harbours solutions to the poverty problems. Further, it also leads us to a basic framework for solving the poverty crisis everywhere.
Snakes and Ladders Approach
Getting a community out of poverty needs a customized solution. Each community faces its challenges (snakes) but has opportunities (ladders) hidden within its structure. This framework may be used to build a customized approach for the community.
Structural v/s transient poverty
One of the central idea I want to highlight is the difference between temporary poverty - one that household can get out of versus structural poverty - one that seduces the household into believing that they can get out of poverty.
I would love to hear your feedback on the ebook.
World without poverty is one of my dreams! And I fuss over it in lot of ways. My readings of current writers on Poverty suggest that we need a view on life of the poor. This ebook is an attempt to express the same. It is my contribution to understanding and eradication of poverty in the world. Download the ebook here.
Briefly it covers three main aspects:
How poor get poor?
I look at three phases over which a household gets into a poverty trap. This, I believe, is critical to understand as it harbours solutions to the poverty problems. Further, it also leads us to a basic framework for solving the poverty crisis everywhere.
Snakes and Ladders Approach
Getting a community out of poverty needs a customized solution. Each community faces its challenges (snakes) but has opportunities (ladders) hidden within its structure. This framework may be used to build a customized approach for the community.
Structural v/s transient poverty
One of the central idea I want to highlight is the difference between temporary poverty - one that household can get out of versus structural poverty - one that seduces the household into believing that they can get out of poverty.
I would love to hear your feedback on the ebook.
DISASTERS AND THE CYCLE OF POVERTY: UNDERSTANDING URBAN, RURAL, AND GENDER ASPECTS OF SOCIAL VULNERABILITY by Kathy Lynn, Associate Director Resource Innovations, University of Oregon’s Institute for a Sustainable Environment September 2005
This presentation focuses on American poverty. The presentation defines and addresses the issue of poverty in it's entirety as well as offers solutions to the problem.
A beginner's guide to understanding poverty in America and what can be done about it. Great resource for those just learning about poverty and justice.
DISASTERS AND THE CYCLE OF POVERTY: UNDERSTANDING URBAN, RURAL, AND GENDER ASPECTS OF SOCIAL VULNERABILITY by Kathy Lynn, Associate Director Resource Innovations, University of Oregon’s Institute for a Sustainable Environment September 2005
This presentation focuses on American poverty. The presentation defines and addresses the issue of poverty in it's entirety as well as offers solutions to the problem.
A beginner's guide to understanding poverty in America and what can be done about it. Great resource for those just learning about poverty and justice.
Ppt on poverty, poverty, poverty in india, poverty in world, world poverty, p...kushagra21
Ppt on poverty, poverty, poverty in india, poverty in world, world poverty, poverty in india and world, poverty and famine, causes of poverty, images on poverty, countries in poverty, poverty and its causes
Valuing Children's Potential - How children's participation contributes to fighting poverty and social exclusion To order your free (you will only need to pay for Package & Mailing) copy, get in touch with bjoern.becker@eurochild.org
Poverty, Inequality and Social Change in Children’s LivesYoung Lives Oxford
At a special event to launch findings from Rounds 1 to 4 of the Young Lives survey, Professor Jo Boyden, Director of Young Lives gave an overview of findings to date, focusing on how a multi-disciplinary, multi-country study like Young Lives enables us to view trends over time, not just in India but also across four diverse countries. Child development and economic development are mutually reinforcing, she argued. We have seen a decade of growth, with reductions in poverty levels and improvement in infrastructure and service access (particularly primary enrolment) across all our study countries. The question we must now address is how we deal with entrenched inequalities, which need integrated measures across government departments to invest in child development.
Are we there yet?: Five years on the road to addressing child poverty – a pre...McGuinness Institute
Are we there yet?: Five years on the road to addressing child poverty – a presentation on 31 May 2016 by Dr Russell Wills – Children’s Commissioner
To learn more go to www.occ.org.nz or www.childpoverty.co.nz
To learn more about TacklingPovertyNZ go to http://tacklingpovertynz.org
This presentation is part of a lesson on measuring disparities in wealth and development found at the following link : http://mcleankids.wetpaint.com/page/Measurements+of+Regional+and+Global+Disparities
Public schools stand at the threshold of a system that has behind them a history of over five decades of testing for identification and accountability since ESEA was first enacted. In front of them is a landscape that is shaped by dramatic changes in demographics: ever changing technology; significant generational differences; and, policy changes at both the federal and state level that could deliver long sought after changes to top down accountability concepts. As educators, we can stand in the threshold, teaching and leading based on our past, or we can step through the door and facilitate learning in this new and constantly shifting environment.
51% of school children attending public schools in America live in poverty based on the federal definition. We have disaggregated student demographic data as it relates to achievement for many years to determine improvement initiatives. In recent years we have experienced significant increases in the costs associated with remedial instruction and special education; both while overall student enrollment in most rural schools is decreasing. The percentage of students eligible for free and reduced lunch has reached all-time highs in many rural, suburban, and urban public schools. What are the implications of all this in the schoolhouse when it comes to learning, teaching and leading?
Last Name 1Last Name 2Jasmine KennedyDr. WPerspectives on JospehStull43
Last Name 1
Last Name 2
Jasmine Kennedy
Dr. W
Perspectives on Narrative
February 8, 2020
1. Introduction
The current education system, at its core, is designed to reinforce hierarchy, status, and obedience in a free-thinking population. A majority of the problems humanity is plagued with including poverty, crime, and unemployment, babies out of wedlock, diseases, wars, ethnicity, racism, and climate change are part a consequence of lack in the education system. For humanity to progress and prosper as a whole, the current system must be broken down, and an order needs to introduce that reinforce equality, encourage wisdom and spiritual enlightenment.
i. Topic Context
Personal experience, why I decided to write about this and what I’m going to talk about: As an adult, I’m learning from mistakes that could have been prevented with knowledge. I’m looking around me, and many of my peers are experiencing the same thing. Debt, health problems due to poor eating habits, negative thinking, poverty, crime, just to name a few. A lot of what I learned in school wasn’t relatable, so over the years has been forgotten. I think there is knowledge that could be gained from school and not just memorizing and forgetting. Often, we hear what “employers are seeking”, not enough “what will you seek as an employer”, “making you more attractive to potential employers.”
For example, adopting teaching methods from more advances countries such as teaching another dominant language from elementary school all the way through high school. Spanish is almost as common language as English here so why not incorporate it into our education system? our country could reach significant success by raising bilingual citizens.
Thesis Statement
Although the education system has improved, there are still some changes I’d like to see. The education system still is a lot to be desired in the 21st century. Such as learning residual income, the ins and outs to taxes, why we pay them, who pays them and how much. The current system has inhibited the growth of our country by not adding life advancing courses such as finances so we know how to file taxes or the importance of our credit scores, health so we know the affects or positive and negative thinking and how eating habits affect our health, or teaching future instead of history so we less focus on the past and create better futures. These are changes I’d like to see in our education system. The education system should not promote inequality and status distinction like the current education system is doing, but the education system must encourage behaviors that bring positivity.
2. Body
A. Argument 1
Children’s social class is one of the vital indicators to judge their academic performance. For example: what is the difference and why is it different between schools in Compton vs Beverley Hills. Why graduates in high income neighborhoods see success faster than peers in that of lower income households.
Argument summary:
The current ...
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
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4. “California's educational system suffers from a racial/ethnic
achievement gap that causes students of color to be consistently
outperformed by their white peers even when controlling for
poverty.” (2008) Basically, students from diverse cultures that
are NOT living in poverty are performing below White students
who are poor.
This issue doesn’t just apply to California….
5. Impact of culture and poverty is outlined in the following charts as published
by the 2007 National Assessment of Educational Progress (NAEP).
There is a gap in achievement due to both culture and poverty regardless of
which results we examine. State tests and national tests both yield these
same results.
9. Curriculum – Subjects/concepts are covered quickly without focusing on
student understanding. If a student doesn’t “get it,” we assume they will
understand next time as it spirals around again.
Instruction – Which instructional strategies for our curriculum will work best for
our students? Have teachers received proper professional development for
the State Standards?
Assessment – Many assessments used (benchmark, textbook assessments,
state mandated testing, etc.) but are the results being used as they should
be? What is being done with the information gathered?
10.
11. .
Deficit model of thinking
Students of poverty and diverse cultures have
deficits
List of characteristics
Poor vocabulary
Lack of background knowledge
Being inattentive
Involvement with gangs and drugs
12. .
Programs have evolved, but are they the best
approach.
Ex. Ruby Payne’s, A Framework for Understanding
Poverty (Payne, 2005)
Authors Bomer and colleagues examined Ruby Payne’s
framework
What patterns are detectable in Payne’s truth claims
about children’s lives in poverty?
To what extent are those truth claims supported by
existing research?
13. .
Valencia writes “. . .deficit thinking is an explanation of
school failure among individuals linked to . . . Racial/ethnic
minority status and economic disadvantage.”
Children’s low performance is linked to cognitive and
motivational deficits.
This approach places the blame of low performance on the
student not the school.
14. Paul Gorski “The Myth of the Culture of Poverty”
“suggests that instead of accepting myths that harm low-
income students, we need to eradicate the system wide
inequities that stand in their way.”
15. Impacts on achievement
Poverty (ES = .76)
Racial gaps
Study done by Richard Coley (Educational Testing Services)
“The Family: America’s Smallest School”
One parent home
Eighth graders who are absent at least three times a month
Five or younger who's parents read to them daily
Eighth graders who watch five or more hours of T.V.
16. Funded by NCLB Act.
Its purpose is to serve students of poverty.
Funds are provided base on the number of students who receive
free and reduced lunch.
The largest federal elementary and secondary education
program.
Portions of the fund are allocated for further professional
development of teachers.
Funds are focused to help students mainly in reading and
mathematics.
Has been credited with closing the achievement gaps between
advantaged and disadvantaged students.
17. High poverty schools that receive Title I
funding are mandated to have “highly qualified
teachers.”
18. Designed for catching up and reinforcement of
scholastic material.
Works best when implemented by
knowledgeable teachers, who know all of their
students’ needs.
19. Provided when schools are not meeting “adequate yearly
progress” (AYP).
27. We need to guide the thinking process with attention to
meaning making.
28. We need to guide the thinking process with attention to meaning
making.
We need to attend to the context and culture of our
students of poverty.
29. We need to guide the thinking process with attention to meaning
making.
We need to attend to the context and culture of our students of
poverty.
We need to use technology at the point of instruction and for
demonstrating learning for our digital students.
30. We need to guide the thinking process with attention to
meaning making.
We need to attend to the context and culture of our
students of poverty.
We need to use technology at the point of instruction and
for demonstrating learning for our digital students.
We need to provide opportunities for small group work with
individual accountability built into it.
31. We need to guide the thinking process with attention to meaning
making.
We need to attend to the context and culture of our students of
poverty.
We need to use technology at the point of instruction and for
demonstrating learning for our digital students.
We need to provide opportunities for small group work with
individual accountability built into it.
We need to use strategies that allow students to “think out loud”
and to process their thinking together to make meaning.
32.
33.
34. American education is at a We can continue to make changes that
address
the needs of to improve achievement but that doesn’t address the
needs
of our increasing
diverse
However, the consequences for
ignoring
the educational differences and needs of children of poverty will impact all of
us.
For America to maintain its place
in a
we need all of our children to
be
productive members of society. They
need
beyond in order to
compete.
35. We must create the conditions in our K-12 schools to allow entry
into
a means of entry to the to for
middle class to sustain a democracy. We can no longer accept the old
paradigm
model that holds low expectations for
We need a
substantial
We can no longer blame
We know what works; we need the
moral courage to implement it.
36. who are not provided
an
that builds resilience to
overcome the circumstances of their birth are not given the opportunity
to
contribute the assets that they bring
We need to invest in them, learn from them, and we will all benefit.
to this country.
who do not achieve in
school
our social services and our
health care system and fill our
37. In the country with the most abundance
of
we can no longer
educationally
address only the needs
of
Our needs to provide equal
access to a quality education for all of its children. We all deserve no less.
Editor's Notes
This leads up to the first graph from California’s state testing scores. Students had to score an 800 or above on the California standardized test.
Representative of ALL grade levels. With the “White” baseline of 801, students of other cultures scored as indicated.
The text fluctuates a bit on if poverty is a factor or not… we do know from these results, however, that students of different cultures that were middle-class still performed below White students living in poverty.
In taking a look at the “other side of the United States,” scores from North Carolina were also analyzed. The National Assessment of Educational Progress (NAEP) results from North Carolina are covered in the next slide.
Scores are equally as disproportionate as those in California. Culture still seems to hold more of a bearing on test scores than poverty.
There is a 25 points discrepancy within the scores of students of poverty versus those not living in poverty (affluent and middle-class).
There is no simple one-size-fits-all solution for these issues.
There have been attempts to correct the problem by focusing on curriculum, instruction and assessment.
Curriculum - merely aligning curriculum with state standards does not help. Pacing guides force teachers to cover topics too quickly and student prerequisite knowledge is not taken into account. The theory is that the subject will be covered again and the student will have another chance to gain understanding.
Instruction – Teachers all have strategies, but there are research-based instructional practices have been aligned to state standards in all states for two content areas, but this is not widely known. Further, there is a study indicating that effective instructional practice combined with professional development has a great effect on overriding the effects of poverty. Effective strategies are covered later in the text.
Assessment – How much is too much? Too much time used on tests? Many, many tests given, but are results used to improve achievement? Book compares this to checking your blood pressure, but doing nothing with the information gained. There is also the issue of “difficulty in assessing procedural knowledge” versus “assessing declarative knowledge.” “…skills and processes are difficult to assess and performance assessments are very time consuming to administer and score accurately, are expensive and require more class time.”
While SOME strides and improvements have been made, there are four main areas that are still missing or need consideration in order to close the gaps presented earlier.
Let’s revisit our API index from 2007 that compares how students from different ethnic groups compared to the benchmark group comprised of white students.
Poor white students scored just 33 points below that of the benchmark which was still much higher than those ethnic groups that scored below the benchmark.
While the efforts of Title I strives to close the achievement gap by addressing the issue of being economically disadvantaged, the data from California shows that clearly “culture trumps poverty”. The issue that needs to be addressed is cultural needs rather than financial.
Current efforts:
Focused on poverty needs
Focused on curriculum, instruction, and assessment, but never really asks the question of WHY are students struggling to reach the desired academic achievement.
Once we ask ourselves WHY are students performing low, and we consider the data associated with academic achievement we can understand which how and what to apply to achieve the desired results.
Another consideration is the fact that 70% of the world’s population is a collectivist culture.
Current education system values individual performance, which is associated to Northern European-Americans.
Collectivist Cultures are interdependent, value sharing and cooperation. Communication style is different as well. Where individualistic culture supports an education style that is about delivery of content, collectivist cultures require that relationships are built first before content can be meaningful.
There may be some resistance to the idea of adapting education delivery so that it allows for those who are from a collectivist culture, however it is better to think of this as simply adding to the quality of education. The way education has been done has worked for a particular group. Adding a collaborative approach will only improve performance for ALL students.
It is possible, as we have seen with our recent mid-term exam, groups were able to collaborate together to create a plan of action for presenting individual chapters, divide the workload, and then share that information with literary circles. Working in groups made the task of presenting among peers less daunting. Dr. Paciotti also created individual accountability in two ways. First, students had to identify which items were their own products while her observations of each group would also let her see which students prepared to present the entire content.
So, when it comes to considering adapting education to include those who are more collectively inclined, we really can have our cake…and eat it, too.
No Child Left Behind and Title I efforts have really been overly focused on reading and writing.
Left out of the entire effort has been mathematics and science. Rest of the world is passing us by in these areas which are vital for creating new technologies that keep our nation at the forefront in many respects.
Opportunity for interdisciplinary learning that involves collaboration and applies math, science, and technology in practical ways that allow for meaningful learning and sense making.