socio economic barriers to learning affect hundreds of children around the world, hence children drop out due to limited support they get in schools and from the society at large.These barriers need to be addressed so that learners can learn without limitations.
socio economic barriers to learning affect hundreds of children around the world, hence children drop out due to limited support they get in schools and from the society at large.These barriers need to be addressed so that learners can learn without limitations.
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
This is developed from a resource by Liz Voges (TES website) and looks at how social class impacts on educational acheivement it covers a number of key ideas and underlying theories of learning and social class.
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
This is developed from a resource by Liz Voges (TES website) and looks at how social class impacts on educational acheivement it covers a number of key ideas and underlying theories of learning and social class.
CHAPTER 6 Equal Access, Unequal Resources: Appreciating Cultural, Social, and Economic Diversity in Families
Cirecie A. West-Olatunji
Learning Objectives
After reading this chapter, you will be able to:
■ Explain the various meanings of the term culture.
■ Describe the diverse economic, cultural, and social contexts that influence an individual or a family’s worldview.
■ Explain the differences in individualistic and collectivistic worldviews of families.
■ Discuss the impact of worldviews on student learning and educators’ interactions with students’ families.
What is culture? What is social class? How do culture and social class affect children’s and families’ experiences of schools and educators? How can educators recognize and appreciate the social, cultural, and economic diversity of their students’ families? In this chapter, we describe the varying worldviews that characterize families from diverse cultural, social, and economic groups, and examine the impact of these worldviews on student learning and educators’ interactions with students’ families.
If you recall, in Chapter 1, we asked you to visualize what your classroom of students will look like and how you envision interacting with them and the key adults in their lives. Many times when we ask our students to do this, we notice that they usually envision working with children who look very much like themselves and come from families very much like their own—European American (White), middle-class families who have had at least a high school, if not college, education. Moreover, their ideas about how they expect to structure their interactions with their students and their students’ families reflect the middle-class, monocultural orientation of most schools in which a single, homogeneous dominant culture is depicted in teaching and learning practices, with little attention being given to varying multicultural perspectives (Derman-Sparks, Ramsey, Edwards, & Brunson-Day, 2006; Tutwiler, 2005).
However, as you are learning, there is a strong probability that you will be teaching children who come from far different economic and cultural backgrounds. In addition, there is a high probability that school staff with whom you work will be “educentric” in their perspective about family–school relations, viewing family or community involvement in children’s education from a perspective that reflects only the school staff’s values, goals, and priorities rather than the perspectives of the families served by the school (Lawson, 1999). Yet, as you are learning, this perspective can limit the ability of educators to work productively with children’s families.
A variety of different approaches have been taken to understanding the influence of culture and class on children’s learning and family–school interactions. One approach emphasizes learning about the specific histories and traditions of different ethno-linguistic groups and how to change instruction to reflect them. For example, in an effo.
CHAPTER 6 Equal Access, Unequal Resources: Appreciating Cultural, Social, and Economic Diversity in Families
Cirecie A. West-Olatunji
Learning Objectives
After reading this chapter, you will be able to:
■ Explain the various meanings of the term culture.
■ Describe the diverse economic, cultural, and social contexts that influence an individual or a family’s worldview.
■ Explain the differences in individualistic and collectivistic worldviews of families.
■ Discuss the impact of worldviews on student learning and educators’ interactions with students’ families.
What is culture? What is social class? How do culture and social class affect children’s and families’ experiences of schools and educators? How can educators recognize and appreciate the social, cultural, and economic diversity of their students’ families? In this chapter, we describe the varying worldviews that characterize families from diverse cultural, social, and economic groups, and examine the impact of these worldviews on student learning and educators’ interactions with students’ families.
If you recall, in Chapter 1, we asked you to visualize what your classroom of students will look like and how you envision interacting with them and the key adults in their lives. Many times when we ask our students to do this, we notice that they usually envision working with children who look very much like themselves and come from families very much like their own—European American (White), middle-class families who have had at least a high school, if not college, education. Moreover, their ideas about how they expect to structure their interactions with their students and their students’ families reflect the middle-class, monocultural orientation of most schools in which a single, homogeneous dominant culture is depicted in teaching and learning practices, with little attention being given to varying multicultural perspectives (Derman-Sparks, Ramsey, Edwards, & Brunson-Day, 2006; Tutwiler, 2005).
However, as you are learning, there is a strong probability that you will be teaching children who come from far different economic and cultural backgrounds. In addition, there is a high probability that school staff with whom you work will be “educentric” in their perspective about family–school relations, viewing family or community involvement in children’s education from a perspective that reflects only the school staff’s values, goals, and priorities rather than the perspectives of the families served by the school (Lawson, 1999). Yet, as you are learning, this perspective can limit the ability of educators to work productively with children’s families.
A variety of different approaches have been taken to understanding the influence of culture and class on children’s learning and family–school interactions. One approach emphasizes learning about the specific histories and traditions of different ethno-linguistic groups and how to change instruction to reflect them. For example, in an effo.
EDS/SOC 126
Week 4, Wednesday
1
Reminders/Announcements
Investigative Assignment #2 due next Wednesday. Bring a copy to class (electronic or hard copy)
I’ll post and discuss instructions for the midterm next week; you’ll have to compare functionalist theory and conflict theory.
2
Economic Approach to Explain Inequality
FUNCTIONALIST THEORISTS
Necessary for society to fill economic positions with qualified individuals.
Serves the “greater good;” natural part of the world.
Schools socialize students to aspire to unequal positions through a selective reward system (moral & cognitive achievement).
Unequal reward system is justified because ability is innate, so schools must gear children toward economic positions that “fit” their ability.
Schools help reproduce economic and class inequality across generations.
CONFLICT THEORISTS
Serves the interests of those who benefit the most (those w/ status and power)
Reward system in schools is justified by the façade of the meritocratic ideology
Non-cognitive aspect of achievement and rewards are often more important than the cognitive.
Intelligence, knowledge, and skills alone don’t determine how teachers reward students; beliefs about students’ futures based on their economic background.
Schools socialize students by mirroring hierarchical workplace relationships.
Schools help reproduce economic and class inequality across generations.
3
Wilcox reading, Differential Socialization in the Classroom: Implications for Equal Opportunity
Wilcox, like Lareau, is a researcher who acknowledges inequality exists in society and that education plays an important role
Detailed research on what classroom socialization looks like using two elementary school classrooms – upper-middle class and lower-middle class neighborhoods
Challenges the idea of teacher neutrality in the functionalists’ arguments – that teachers objectively and fairly assess students’ capabilities and learning; teachers are cultural beings shaped by their social context (their upbringing, education, and the school, school district, state contexts)
4
Wilcox reading, Differential Socialization in the Classroom: Implications for Equal Opportunity
Tests out some of Bowles and Gintis’s ideas that schools socialize children from different class groups to be prepared to take jobs similar to their parents.
Focuses on classroom socialization in terms of the cognitive skills students are exposed to and skills in self-presentation.
Classroom observations looked at: 1) the discipline and values taught in the way the teacher controlled the classroom (external vs. internal motivation), 2) the role of the student in the classroom in terms of participation and self-presentation, and 3) how the teacher presented academic material.
5
Wilcox reading, Differential Socialization in the Classroom: Implications for Equal Opportunity
Smith Elementary (lower-middle class) and Huntington Elementary (upper-middle class)
Smith: t ...
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
Frederik Smit & Geert Driessen (2013) ERNAPE Dealing with street culture in s...Driessen Research
Smit, F., & Driessen, G. (2013). Dealing with street culture in schools: Are families, schools and communities able to work together to improve the quality of the daily interactions and communication? Paper 9th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Learn from the past, review the present, prepare for a future with equity’. Lisbon, Portugal, September 4-6, 2013. In Nieuwsbrief Ouders, scholen en buurt, juli 2013. Retrieved from http://itsexpertisecentrum.wordpress.com/2013/07/02/dealing-with-street-culture-in-schools-are-families-schools-and-communities-able-to-work-together-to-improve-the-quality-of-the-daily-interactions-and-communication/
Curriculum DevelopmentAssignment ThreeSubmit both assignments OllieShoresna
Curriculum Development
Assignment Three
Submit both assignments on the same document
Part One:
Hidden Curriculum-
Describe the hidden curriculum of your institution, either in regards to students or yourself. How is it evident? How does it affect the students? How does it affect you? The paper should be around TWO pages. Refer to the Hidden Curriculum Article.
The Hidden Curriculum Article
In schools, there are numerous factors that impact instruction. From poor nutrition to teacher expectations, the factors pour in. While all these factors influence instruction, the students must still learn and the educator still needs to teach students the state standards. During the last few decades the way we educate children has evolved, so the definition of curriculum has evolved as well. In the early 1900's "specialists in the field began to differentiate among various kinds of curricula: planned and unplanned (the hidden curriculum) and technical and practical learnings" (Wiles, 2002, p. 23). This hidden curriculum is what many educators are now focusing upon. Once educators understand how to teach curriculum, then they need to learn about the unplanned curriculum that can keep their students from learning in school.
Hidden Curriculum is not the information that is in a textbook, but the information students learn through the world. Seaton explains that, "We know that many of the most potent messages students receive are not communicated through the explicit curriculum and it's content. Rather, the messages are part of the hidden curriculum"(2002, p.1). Students learn from watching television, surfing the Internet, listening to adults, and from the actions of society. We do not always give messages intentionally, but we express them through our emotions, attitudes, and actions. This information sometimes hampers students from learning the curriculum that their educators are trying to teach to them. That is why it is imperative that educators learn about hidden curriculum and how they can try to combat any of the factors they can.
Teacher attitude plays an integral part on how well students learn. If a teacher is excited when teaching a concept, then the students will sense it and become excited about the concept as well. Gourneau describes her study of educators' attitudes, where there were five attitudes that the best educators shared. These five attitudes were, " a genuine caring and kindness of the teacher, a willingness to share the responsibility involved in a classroom, a sincere sensitivity to the students' diversity, a motivation to provide meaningful learning experiences for all students, and an enthusiasm for stimulating the students' creativity"(2005, p. 3). Unfortunately, not all teachers possess all of these attitudes; therefore, the students are exposed to other attitudes that may be negative. Students feel more secure when their teacher has these attitudes and therefore they are able to learn comfortably. When students are provided ...
An investigation of factors influencing students difficulties in learning art...Munirah Tahamid
This paper investigates the factors that affect students learning difficulties focusing in art and design education. Difficulties from different perspectives from background, school environment to the student attitudes towards learning will be later highlighted. Recommendations and suggestion to overcome students’ learning difficulties are discussed.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. 1. IQ tests only measure particular skills and
some people are better at these skills than
others.
2. It is difficult to say what is inherited and
what is a product of socialisation.
3. IQ tests tend to be culture biased: they are
written for middle class children by middle
class academics.
4. They do not allow for sickness or nerves
which can have a negative effect on results.
3. Material depravation is to be deprived of the
materials that you need to succeed within the
education system.
For example, money for text books etc.
4. 1. Poor diet can lead to ill health and therefore
time off school.
2. Poor housing can lead to overcrowding and
having to share rooms, this gives no quiet
space to study.
3. A lack of money for educational resources
needed to succeed.
4. Working part time which leads to having
less time to study outside of school.
5. Poor schools which will provide poor
support and poor teaching.
5. The Early Leaving Report
Working class children often leave school
early so they can work and contribute to
family income. Parents can not afford for
them to stay at school.
Douglas
Underachievement in education was related
to the following factors. These were health,
size of students family and the quality of the
school they attended
6. Harker
Children who grow up in deprived homes are
more likely to develop slowly which will put
them at a disadvantage within education.
Morris
Found the progress of working class children
is hindered by material depravation and that
middle class children are put at an advantage
by material capital.
7. To be deprived of the cultural knowledge
(norms and values) that is needed to
succeed.
8. Restricted code Elaborated code
Non standard English.
Narrow rage of
vocabulary.
Use of gestures.
Incorrect use of
grammar.
Non-descriptive
sentences.
Spoken in general by
the working class.
Standard English.
Wide range of
vocabulary.
Complex sentences.
Good use of grammar.
Spoken in general by
the middle class.
9. Factors which affect
cultural deprivation.
Factors which affect
cultural capital.
Working class parents
and pupils are
intimidated by the
middle class school
environment and cannot
interact with teachers.
Working class parents do
not value education and
therefore do not ensure
that their children work
outside of school.
Middle class parents
and pupils are at ease
in the middle class
school environment
and can interact well
with teachers.
Middle class parents
value education and
ensure that their
children work outside
of school.
10. Carried out an experiment with two groups of
children.
Groups were divided at random but the
teachers were told that one group were high
ability and one low.
Over the next year results were monitored
and those in the ‘high ability’ group were
seen to have achieved more than the ‘low’.
Children had been labelled and a self fulfilling
prophesy begun.
11. Teachers construct an image of an ideal
student. E.g. well dressed, well behaved, well
spoken, hard working, punctual and a good
attender.
If students live up to that label then they are
treated more favourably and this has a
positive effect of their performance.
12. Rist studied a kindergarten classroom where both students
and teacher were African American, the teacher assigned
students to tables based on ability; the “better” students
sat at a table closer to her, the “average” students sat at
the next table, and the “weakest” students sat at the
farthest table.
Rist discovered that the teacher assigned the students to a
table based on the perception of the students' skill on the
eighth day of class.
Rist also found that the students the teacher perceived as
“better” learners came from higher social classes, while the
“weak” students were from lower social classes.
Throughout the year, Rist found that the students closer to
the teacher received the most attention and performed
better. The farther from the teacher a student sat, the
weaker that student performed.
13. Keddie characterised streaming as
institutionalised labelling.
Top sets are treated more favourably whilst
bottom sets are blamed for their own failure.
We can link this into the self fulfilling
prophesy.
14. Marxists and Interactionists believe that
working class children are negatively labelled
and will join anti-school subcultures.
This is to gain the status that they have been
denied they will turn the values of the school
upside down and gain status with their peers
rather than their teachers.
15. Bernstein claimed that language is an
important cultural medium because in
schools all knowledge is transported through
it.
Middle class children are socialised into the
use of the elaborated code and this puts
them at an advantage because they
understand teachers unlike working class
children who are socialised into the restricted
code.
16. Studied secondary schools in London and
found that sometimes pupils perceptions of
their teachers would influence achievement.
Pupils tend to achieve better results from
working with teachers who are good role
models, who are supportive, who are firm but
fair, mark work and give feedback and who
have a good sense of humour.
17. There are many explanations as to why
middle class children achieve and working
class children underachieve in the British
education system. Some sociologists blame
outside school factors and some blame inside
school factors. Psychologists blame genetics.
However, under achievement may be a
combination of these factors not just one.