The document discusses the importance of equity and access in education, highlighting how factors such as social class significantly impact children's success rates. It emphasizes the need for schools to improve in areas like resource availability, cultural responsiveness, and advocacy for global citizenship to combat persistent educational inequalities. Additionally, it suggests that quality teaching is crucial for enhancing student learning experiences and outcomes.

1. Ensuring Equity, Access, Success
Wanda Frazier
ASLT 623
Joquetta Johnson, Lead Learner
June 30, 2012

3.  It’s not just about content; learners are trying to get better at
something.
 It is never just problem solving. It also involves problem finding.
 It is never just about getting the correct answers. It involves
justification and explanation.
 It is never just about the routine. It involves deep, critical thought that
extends the learner.
 It involves curiosity, discovery, creativity, and Collaboration. Emotions
are involved.
 It is never in a vacuum. It involves social context, integration of
disciplines and accepting new challenges and opportunities.
From: “Making Learning Whole” by David Perkins

4.  Rose Lammel (1952) wrote, Here at the
halfway mark of the twentieth century,
teacher education, along with every other
aspect of education, is confronted with
the urgent necessity of giving its full
strength and effort to cooperating in the
development of a program that is more
adequate to the needs and the insights of
our times (pg. 343).

5.  Children’ssocial class is STILL the most
significant factor in determining their
success rate.
 Thoseborn to poor homes perform worse on
educational and developmental tests than
those from rich homes.
what can schools do differently and
better?
And
Why Must We Be Committed to Trying?

6.  Limited resources – money, teachers, books,
technology
 Limited access to extended services
 Societal perceptions
 Social Reproduction and Tracking
 Lack of personalization and cultural
responsiveness

7. Persistent Inequality of education in terms of:
 Access to education
 Content of education
 Process of education

8.  Children are sorted and tracked based on
potential for upward mobility.
 Lower-class children regarded as deficient.
 Schooling helps some students move up, but
locks others out.
 Cycle of poverty and low achievement
continue.

10. To give kids what they need and deserve
Advocacy Global Citizenship
Awareness of trends Equal Access
Passionate, data-focused leadership

11. INNOVATIVE
RELEVANT
ENGAGING
OPEN TO POSSIBILITIES
DISTINCTLY DIFFERENT.

14. If The quality of learning is linked
To the quality of teaching. . .

15. “True teachers are those who use themselves
as bridges over which they invite their
students to cross; then, having facilitated
their crossing, joyfully collapse, encouraging
them to create their own.”
Nikos Kazantzakis

16.  Ballantine, J. (2001). The Sociology of Education. Upper Saddle River: Prentice Hall.
 Mickelson, R., & Smith, S. Can Education Eliminate Race, Class, and Gender
Inequality.
 Noguera, P. (2003). City Schools and the American Dream. New York: Teachers
College, Columbia University
 Slide 3-- . http://leading-learning.blogspot.com/2009/01/advice-from-david-
perkins-to-make.html
 Slide 13-
http://www.techlearning.com/techlearning/archives/2008/04/Bloom'sDigitalTaxono
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 Slide , 11,14, 16-Images: FreeDigitalPhotos.net