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Author: Alfredo Gaete Publisher: Cambridge Scholars Publishing ISBN: 1527534545 Category : Education Languages : en Pages : 449
Book Description
What are the effects of recent public policies for reducing educational inequalities? How do privatization and other market-based education measures influence schooling in poverty contexts and teacher training programs? In what ways, and to what extent, can these programs take responsibility for improving low-income students’ learning? How do ethnic and cultural differences relate to socioeconomic differences at school? This collection of essays serves to improve the reader’s understanding of the complex relations between education and poverty. While it does this mainly by delving into problems and challenges of the Chilean educational system, they are also currently of international concern. The chapters, authored by leading scholars in Chile and worldwide, present theoretical reflections on, and reports of, contemporary educational research on such issues as social equality, schooling in low socioeconomic sectors, and teacher education, among others. The book will be particularly helpful for scholars from different disciplines who work in education as well as for teacher educators, schoolteachers, and policy makers. More generally, it will be also of interest to anyone who wants to form justified, well-informed beliefs on the ways in which various educational and socioeconomic institutions and processes could, and do, affect each other.
Author: Alfredo Gaete Publisher: Cambridge Scholars Publishing ISBN: 1527534545 Category : Education Languages : en Pages : 449
Book Description
What are the effects of recent public policies for reducing educational inequalities? How do privatization and other market-based education measures influence schooling in poverty contexts and teacher training programs? In what ways, and to what extent, can these programs take responsibility for improving low-income students’ learning? How do ethnic and cultural differences relate to socioeconomic differences at school? This collection of essays serves to improve the reader’s understanding of the complex relations between education and poverty. While it does this mainly by delving into problems and challenges of the Chilean educational system, they are also currently of international concern. The chapters, authored by leading scholars in Chile and worldwide, present theoretical reflections on, and reports of, contemporary educational research on such issues as social equality, schooling in low socioeconomic sectors, and teacher education, among others. The book will be particularly helpful for scholars from different disciplines who work in education as well as for teacher educators, schoolteachers, and policy makers. More generally, it will be also of interest to anyone who wants to form justified, well-informed beliefs on the ways in which various educational and socioeconomic institutions and processes could, and do, affect each other.
Author: Eric Jensen Publisher: ASCD ISBN: 1416612106 Category : Education Languages : en Pages : 194
Book Description
In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.
Author: William G. Tierney Publisher: JHU Press ISBN: 1421417685 Category : Education Languages : en Pages : 297
Book Description
How can new ways of thinking about education improve the lives of poor students? In Rethinking Education and Poverty, William G. Tierney brings together scholars from around the world to examine the complex relationship between poverty and education in the twenty-first century. International in scope, this book assembles the best contemporary thinking about how education can mediate class and improve the lives of marginalized individuals. In remarkably nuanced ways, this volume examines education's role as both a possible factor in perpetuating—and a tool for alleviating—entrenched poverty. Education has long been seen as a way out of poverty. Some critics, however, argue that educational systems mask inequality and perpetuate cycles of poverty and wealth; others believe that the innate resilience or intellectual ability of impoverished students is what allows those individuals to succeed. Rethinking Education and Poverty grapples in turn with the ramifications of each possibility. Throughout these compelling, far-reaching, and provocative essays, the contributors seek to better understand how local efforts to reduce poverty through education interact—or fail to interact—with international assessment efforts. They take a broad historical view, examining social, economic, and educational polices from the postWorld War II period to the end of the Cold War and beyond. Although there is no simple solution to inequality, this book makes clear that education offers numerous exciting possibilities for progress.
Author: Tussey, Jill Publisher: IGI Global ISBN: 1799887324 Category : Language Arts & Disciplines Languages : en Pages : 325
Book Description
Income disparity for students in both K-12 and higher education settings has become increasingly apparent since the onset of the COVID-19 pandemic. In the wake of these changes, impoverished students face a variety of challenges both internal and external. Educators must deepen their awareness of the obstacles students face beyond the classroom to support learning. Traditional literacy education must evolve to become culturally, linguistically, and socially relevant to bridge the gap between poverty and academic literacy opportunities. Poverty Impacts on Literacy Education develops a conceptual framework and pedagogical support for literacy education practices related to students in poverty. The research provides protocols supporting student success through explored connections between income disparity and literacy instruction. Covering topics such as food insecurity, integrated instruction, and the poverty narrative, this is an essential resource for administration in both K-12 and higher education settings, professors and teachers in literacy, curriculum directors, researchers, instructional facilitators, pre-service teachers, school counselors, teacher preparation programs, and students.
Author: Paul C. Gorski Publisher: Teachers College Press ISBN: 0807758795 Category : Education Languages : en Pages : 257
Book Description
This influential book describes the knowledge and skills teachers and school administrators need to recognize and combat bias and inequity that undermine educational engagement for students experiencing poverty. Featuring important revisions based on newly available research and lessons from the authors professional development work, this Second Edition includes: a new chapter outlining the dangers of grit and deficit perspectives as responses to educational disparities; three updated chapters of research-informed, on-the-ground strategies for teaching and leading with equity literacy; and expanded lists of resources and readings to support transformative equity work in high-poverty and mixed-class schools. Written with an engaging, conversational style that makes complex concepts accessible, this book will help readers learn how to recognize and respond to even the subtlest inequities in their classrooms, schools, and districts.
Author: Sue Books Publisher: Routledge ISBN: 1135607206 Category : Education Languages : en Pages : 179
Book Description
Poverty is an educational issue because it affects children's physical, emotional, and cognitive development. Especially in current times, taken-for-granted ideas about poverty and poor children must be scrutinized and reconsidered. That is the goal of this book. Poverty and Schooling in the U.S.: Contexts and Consequences is in part a plea for educators and future educators to undertake the intellectual and emotional work of learning more about the social causes, as well as the sometimes life-altering consequences of poverty. Although such efforts will not eradicate poverty, they can help form more insightful educators, administrators, policymakers, and researchers. The book is also an effort to bring to the table a larger conversation about the educational significance of the social and legal policy contexts of poverty and about typical school experiences of poor children. Poverty and Schooling in the U.S.: Contexts and Consequences: *describes what teachers need to know or to understand about the contexts and consequences of poverty; *provides information and analysis of the social context of poverty; *examines the experience of many children and families living in poverty; *documents the demographics of poverty and offers a critique of the official U.S. poverty metric; *reports on continuing and significant disparities in school funding; *presents historical context through a broad-brush review of some of the landmark legal decisions in the struggle for educational opportunity; *looks at some typical school experiences of poor children; *considers the consequences of the federal No Child Left Behind Act; and *offers suggestions about the kind of educational reform that could make a difference in the lives of poor children. This book is fundamental for faculty, researchers, school practitioners, and students across the field of education. It is accessible to all readers. An extensive background in social theory, educational theory, or statistics is not required.
Author: Ian Thompson Publisher: Policy Press ISBN: 1447330900 Category : Education Languages : en Pages : 200
Book Description
Nuanced interconnections of poverty and educational attainment around the UK are surveyed in this unique analysis. Across the four jurisdictions of England, Scotland, Wales and Northern Ireland, experts consider the impact of curriculum reforms and devolved policy making on the lives of children and young people in poverty. They investigate differences in educational ideologies and structures, and question whether they help or hinder schools seeking to support disadvantaged and marginalised groups. For academics and students engaged in education and social justice, this is a vital exploration of poverty’s profound effects on inequalities in educational attainment and the opportunities to improve school responses.
Author: Nidhi Singal Publisher: Routledge ISBN: 1317850157 Category : Education Languages : en Pages : 315
Book Description
This book is a succinct and distinctive presentation of current research addressing educational issues in relation to children and young people with disabilities in Southern contexts. Even though people with disabilities are disproportionately over-represented in the majority world, there is a lack of texts which bring together empirical insights highlighting the unique socio-economic and cultural realities of these contexts and the ways in which these have shaped developments in education. This book provides a comprehensive and critical overview of a range of issues, such as the dilemmas in conceptual translations, analysis of international aid and national policies, evaluation of various educational interventions, and issues interrogating the purpose of education. Bringing together various research projects conducted in eight different countries, this book successfully captures a unique spread of cross-cultural issues. It was originally published as a special issue of the International Journal of Inclusive Education.
Author: Cristina Viviana Groeger Publisher: Harvard University Press ISBN: 0674259157 Category : Education Languages : en Pages : 385
Book Description
Why—contrary to much expert and popular opinion—more education may not be the answer to skyrocketing inequality. For generations, Americans have looked to education as the solution to economic disadvantage. Yet, although more people are earning degrees, the gap between rich and poor is widening. Cristina Groeger delves into the history of this seeming contradiction, explaining how education came to be seen as a panacea even as it paved the way for deepening inequality. The Education Trap returns to the first decades of the twentieth century, when Americans were grappling with the unprecedented inequities of the Gilded Age. Groeger’s test case is the city of Boston, which spent heavily on public schools. She examines how workplaces came to depend on an army of white-collar staff, largely women and second-generation immigrants, trained in secondary schools. But Groeger finds that the shift to more educated labor had negative consequences—both intended and unintended—for many workers. Employers supported training in schools in order to undermine the influence of craft unions, and so shift workplace power toward management. And advanced educational credentials became a means of controlling access to high-paying professional and business jobs, concentrating power and wealth. Formal education thus became a central force in maintaining inequality. The idea that more education should be the primary means of reducing inequality may be appealing to politicians and voters, but Groeger warns that it may be a dangerous policy trap. If we want a more equitable society, we should not just prescribe more time in the classroom, but fight for justice in the workplace.
Author: Jo Lampert Publisher: Springer ISBN: 3319220594 Category : Education Languages : en Pages : 257
Book Description
This volume captures the innovative, theory-based, and grounded work being done by established scholars who are interrogating how teacher education can prepare teachers to work in challenging and diverse high-poverty settings. It offers articles from the US, Australia, Canada, the UK and Chile by some of the most significant scholars in the field. Internationally, research suggests that effective teachers for high poverty schools require deep theoretical understanding as well as the capacity to function across three well-substantiated areas: deep content knowledge, well-tuned pedagogical skills, and demonstrated attributes that prove their understanding and commitment to social justice. Schools in low socioeconomic communities need quality teachers most, however, they are often staffed by the least experienced and least prepared teachers. The chapters in this volume examine how pre-service teachers are taught to understand the social contexts of education. Drawing on the individual expertise of the authors, the topics covered include unpacking poverty for pre-service teachers, issues related to urban schooling as well as remote and regional area schooling.
Author: Alfredo Gaete
Author: Alfredo Gaete
Author: Eric Jensen
Author: William G. Tierney
Author: Tussey, Jill
Author: Paul C. Gorski
Author: Sue Books
Author: Ian Thompson
Author: Nidhi Singal
Author: Cristina Viviana Groeger
Author: Jo Lampert