Adam Donner FYS 101 Article summary 9/29 “10 Quick ways to Analyze Children’s Books for Racism and Sexism” Council on Interracial Books for Children (2000). 10 quick ways to analyze children’s books for racism and sexism. In Rethinking our classrooms: Teaching for equity and social justice. Milwaukee: Rethinking Schools, 14-15. The article 10 Quick ways to Analyze Children’s Books for Racism and Sexism (2000) is designed to show students and teachers how to tell if children’s books have signs of racism or sexism in them.
| Witness Testimony(to complete in school) | | 2. Understand the impact of prejudice and discrimination on children and young people. | 2.1. Explain ways in which children and young people can experience prejudice and
Question d) Using material from item A and elsewhere, assess the view that social class differences in educational achievement are the result of school processes such as labelling. (20 marks) Social class background has a powerful influence on a child's chances of success in the educational system, a child is often labelled from the first year of school based on their class background, in the society there are significant social class, gender and ethnic inequalities of educational achievement. Some explanations of class differences in achievement focus on internal factors within school and the educational system. Labelling is linked to other processes within schools that result in class differences in achievement, these processes include the self-fulfilling prophecy, streaming and the polarisation into anti and pro-school pupil subcultures as stated by Item A. The self-fulfilling prophecy is a prediction that comes true simply by it being made, which leads to a student’s underachievement.
Disproportionate Minority Representation in Special Education: St. Paul School District Abstract This paper is written for the purposes of a sociology graduate seminar, Social Organization. Institutionalism and Resource Dependency Theory are utilized to set the framework for disproportionate representation of minority students in special education. Disproportionate numbers of minority students have and will continue to be academically grouped in special education if academic scholarship is not exposing the shortcomings of the institution. Given this national problem, this study is designed to investigate aspects of funding and student evaluations to identify the structural problems that face special education departments, specifically in St. Paul Minnesota. Unobtrusive and qualitative research will be conducted to answer the overarching questions associated to the theoretical framework: (1) If special education programs are not successful for minorities, why are they still being utilized?
Assess the View that Class Difference in Educational Achievement is the Result of Internal Factors –Plan Introduction: * 45% gap between classes in A*-C GCSE * Internal factors include labelling, self-fulfilling prophecy, pupil subcultures, and marketisation and selection policies * Internal perspective looks at factors within schools and the education system Main: Labelling: * To label someone is to attach a meaning or definition to a person * Many studies have shown that teachers often attach labels to pupils, even without knowing the pupil’s ability or attitude towards education Secondary: Becker 1971 * Carried out an important internationalist study of labelling. * 60 interviews with Chicago high school students * Judged pupils on how close they fitted an image of the “ ideal pupil” * Teachers saw middle class children as the closest to their “ideal pupil” * Teachers saw working class pupils as badly behaved Cicourel and Kitsuse 1963 * Studied educational counsellors in an American high school * Counsellors play an important role in deciding which students will get on to courses that prepare them for higher education * Found inconsistencies in the way counsellors assessed students’ suitability for courses * Judged pupils largely on the basis of their class and/ or race. Primary: Rist 1940 * Studied an American kindergarten * The teacher used information about children’s home background and appearance to place them into 3 groups * These groups were “Tigers”; fast learner group, “Clowns”, and “Cardinals” * “Tigers” tended to be middle class pupils and of neat and clean appearance. * She seated the “Tigers” on the table closest to her and showed them great encouragement. * The other two groups were seated further away, and were given low-level books to read and fewer
A research on Latino students who are immigrant, as it relates to violence in school. The business research and its purpose are to determine if immigration status contributes to violence in school among Latinos. This research was done to see if the function of an individual immigrant conditions and English ability are relevant for 1457 nation wide representative public school, which are predominately Latino’s, go through with situations that are violent related issues. In order to conduct this research the information was obtained from the Education Longitudinal Study, which was in the year of 2000. The methods used to gather the necessary information was obtained by Samples, sample Weight and Survey Design.
https://hwguiders.com/downloads/ece-405-entire-course-children-and-families-in-a-diverse-society ECE 405 Entire Course Children and Families in a Diverse Society Commonly Held Beliefs and Bias. Review the questions, links and accompanying videos for the Commonly Held Beliefs that Influence Teachers’ Work with Diverse Students at http://www.tolerance.org/tdsi/cb_intro. Which of the 13 misconceptions stand out for you as being particularly important for you to recognize and avoid as an early childhood educator? How can we become more aware of our own hidden biases and cultural assumptions when it comes to educating children of different backgrounds? Respond to at least two of your classmates’ postings.
. . you have the power to be whatever kind of person you want to be.” Teachers can focus on the social studies discrimination realities of Virginia circa 1970’s and 2014’s and how Red, Rosie, and Darrell define themselves as citizens. The book deals with child abuse, gangs, doing the right thing, legacy and family dynamics . The book models curriculum and community aligned oral history and essay writing.
There is an imaginary wall between whites and blacks as seen in the HBO documentary, Little Rock Central 50 Years Later. In the documentary, there are many different perspectives. In one instance, an upper-middle class white mother and her daughter share the belief that the school is diverse and go on to say people are friends because of personalities and not because of where they live. In contrast, a black teacher at the school claims, “If you’re in an AP class, you’re out of reality.” This quote is in reference to the segregation of regular, honors, or advanced placement classes where whites represent the majority of “high-level” classes whereas blacks represent the majority of the “lower-level” classes. For white students, it is not whether or not they get accepted into college, but success is
RTI: The State of Education Abstract Response to Intervention (RTI) is an academic as well as behavioral intervention model used in school systems in the United States to provide early and effective assistance to children who are having difficulty learning and behaving. RTI was also designed to be used as part of a data-driven process of identifying specific learning disabilities and as a more effective way of identifying students for individualized education plans (IEP). All 50 states are taking the necessary steps to develop and implement RTI models, but there is no uniformity among the states concerning the approach each state is using. There is however some common ground and similarities as well among the states’ RTI models. RTI: THE STATE OF EDUCATION “In 1997, during the process of reauthorizing the Individuals with Disabilities Education Act (IDEA), the National Joint Committee on Learning Disabilities (NJCLD) wrote a letter to the U.S. Office of Special Education Programs (OSEP) expressing concern that neither early nor accurate identification of specific learning disabilities (SLD) was occurring”(