Welcome to my EDUC 451 Inquiry Blog!<\/p>\n
The purpose of this blog is\u00a0to put theory to practice. I want to take the research that I have done, and make it a useful tool for classrooms in the future.<\/p>\n
Additional Research and Interest:\u00a0<\/strong><\/p>\n After completing additional research and looking into the practicality of it, I wanted to reflect<\/strong>\u00a0on my original inquiry questions and see if I did justice to answering them in this blog.<\/p>\n The first question I proposed was to look at the strengths a resilient child brings to the classroom. Much of my research (found in the bibliography below) showed that students with low SES usually developed slower literary skills than their peers, and because of the difference\u00a0in the beginning, it is difficult for low SES students to catch up. I wanted to avoid teaching to the deficit model. While I did not find research specifically on the strengths of low socioeconomic students, the strengths of resilient children in general can apply to low SES as well. Rebecca Alber<\/a>\u00a0lists ways teachers can focus on teaching towards a student’s strengths rather than deficits. Some of these include teaching to the students’ interest, sharing their talents with the class, and setting clear goals.<\/p>\n Resilient children may not be at the same level as their peers academically, however, their non-cognitive abilities are impressive. Students who attend school despite going through adversities “are characterized as ‘invulnerable’ or ‘invincible.'”<\/a>\u00a0 \u00a0 Rather than modifying material to accommodate the difficulties a student with low SES faces, we can begin to modify the material to accommodate the skills they already possess and can continue to develop for the future. I found that the needs a student with low SES allows for more non-traditional English activities in the classroom, which seems to follow a shift in the English curriculum. It also allows for a classroom where students take charge of their learning, and the teacher serves as a facilitator. Involving a community, within the classroom and outside, helps to build English literacy skills quickly and perhaps more effectively.<\/p>\n With my second question I wanted to find the practical resources that would benefit the learning of a student with low SES. I think I have been able to address this question, and will continue to address it. The resources I have found have been suggested in the research I have done, or the resources link nicely to ideas mentioned.<\/p>\n Proposal:<\/strong><\/p>\n Context\/Theoretical Framework:<\/em><\/p>\n There has been an abundance of research demonstrating the constraints low socioeconomic status holds on students. Most studies agree that students who have fewer resources available are hindered in their learning capabilities (Aikens et al 2008, American Psychological Association 2014, Semeniuk 2014). Maslow\u2019s Hierarchy of Needs would suggest it is impossible for educators to teach levels of self-actualization to students if said students are missing the basic needs on the triangle, those being psychological and safety (\u201cMaslow\u2019s\u201d). As Aikens and Barbarin note, \u201cchildren in low-SES households have less exposure to books at home,\u201d and, \u201cthese children are less likely to be regularly read to by parents\u201d (Aikens and Barbarin 2008). Knowing that in an English classroom, not every student will have experienced reading for pleasure, my inquiry will explore the ways educators can beneficially teach to the literacy strengths of children with low socioeconomic status.<\/p>\n As research has shown, student-based and interest-based learning are successful practices for teaching literacy to students from low socioeconomic backgrounds. Tucker-Drob and Briley\u2019s article \u201cSocioeconomic status modifies interest-knowledge associations among adolescents,\u201d mentions children are treated as passive recipients of educational inputs of varying levels and qualities (Tucker-Drob and Briley 10). In order to provide meaningful, useful literacy skills it is crucial to consider the goals of the students and consider the interests that will benefit their learning.<\/p>\n To avoid using the deficit model in teaching practices (Alber 2013), it will be essential to focus on the strengths students of low socioeconomic status bring to the classroom, rather than the challenges they face. These strengths can include prosperity, resilience, thoughtfulness, and determination (Schonert-Reichl, K.A. & LeRose 2008).<\/p>\n It is important to note that it is difficult to label a group of students because of their background. The strategies that will be presented in my research are mainly student-based learning, which is idealistic for every \u201ckind\u201d of student. For the purpose of my inquiry, I will look at the ways these approaches can be especially beneficial for students deemed as having a low socioeconomic status.<\/p>\n Research Question:\u00a0<\/em><\/p>\n Considering what research has said of school achievement and low socioeconomic status, it is apparent a lack of resources, time, and support has an effect on the ability a student with low SES has reading and learning. I am interested in providing students with an English and literacy class that will address their needs in the future. My inquiry will answer the questions: 1) What strengths\u00a0are seen in the learning abilities of students with who have been deemed financially and resourcefully disadvantaged 2) What teaching methods and types of literature can be included in the English classroom to benefit the learning\u00a0of students with low SES?<\/p>\n Representation:\u00a0<\/em><\/p>\n As recommended by Professor Dobson, to represent my inquiry, I will create a blog or webpage that will present the strategies for teaching students with low socioeconomic status. There will be a section that explains teaching methods applicable for students who desire literary skills usable out of a university context. A main focus of the webpage will be the resources, activities, and approaches to conducting student-based learning in a class that works with low socioeconomic status factors to benefit students\u2019 learning and interest. It may be valuable to include how these literacy methods are different from a traditional English classroom. This webpage intends to be useful for students as well as teachers. In reality, these strategies would be beneficial for any classroom, and students of any background, however, it my opinion, this will be especially beneficial for students with low socioeconomic backgrounds.<\/p>\n Bibliography:<\/strong><\/p>\n Aikens, Nikki L., and Oscar Barbarin. “Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts.”\u00a0Journal of Educational Psychology<\/i>\u00a0100.2 (2008): 235. Web. 07 Nov 2014.<\/p>\n Alber, Rebecca. \u201cTools for Teaching: Ditching the Deficit Model.\u201d Edutopia<\/em>. Edutopia\u00ae, Schools That Work\u2122, Lucas Learning\u2122, and Lucas Education Research\u2122. 02 April 2013. Web. 08 Dec 2014.<\/p>\n Bethune, Brian. \u201cPaul Tough on how children succeed. Hint: It\u2019s not academics.\u201d Maclean\u2019s<\/em>. Masthead, 06 Sept 2012. Web. 20 Jan 2015.<\/p>\n \u201cEducation and Socioeconomic Status.\u201d American Psychological Association<\/em>. American Psychological Association. 2014. Web. 04 Nov 2014.\u00a0http<\/a>:\/\/www.apa.org\/pi\/ses\/resources\/publications\/factsheet-education.aspx<\/a><\/p>\n Herron, Noel. \u201cThe Fraser Institute\u2019s flawed report card.\u201d British Columbia Teachers\u2019 Federation. 20.2 (2007): Web. 08 Nov 2014<\/p>\n Muijs, Daniel, et al. “Improving schools in socioeconomically disadvantaged areas\u2013A review of research evidence.”\u00a0School effectiveness and school improvement<\/i>\u00a015.2 (2004): 149-175.<\/p>\n Paladry, Gregory. \u201cHigh School Socioeconomic Segregation and Student Attainment.\u201d American Educational Research Journal\u00a0<\/em>50.4 (2013): 714-754.<\/p>\n Raptis, Helen. \u201cEnding the Reign of Fraser Institute\u2019s School Rankings.\u201d Canadian Journal of Education. \u00a0<\/em>35.1 (2012): 187-201. Web. 11 Nov 2014.<\/p>\n Schonert-Reichl, K.A. & LeRose, M. \u201cConsidering Resilience in Children and Youth: Fostering Positive Adaptation and Competence in Schools, Families, and Communities.\u201d Human Development, Learning and Diversity.<\/em> Upper Saddle River (2008): 706-717. Print. 10 Dec 2014.<\/p>\n Semeniuk, Ivan. \u201cHow poverty influences a child\u2019s brain.\u201d The Globe and Mail<\/em>. The Globe and Mail Inc. (25 Jan 2014):Web. 02 Oct 2014.\u00a0http<\/a>:\/\/www.theglobeandmail.com\/technology\/science\/brain\/how-poverty-influences-a-childs-brain-development\/article7882957<\/a>\/<\/a><\/p>\n \u201cSocioeconomic Status\u201d American Psychological Association<\/em>. American Psychological Association. 2014. Web. 10 Nov 2014. http:\/\/apa.org\/topics\/socioeconomic-status\/index.aspx<\/p>\n The British Columbia Teachers\u2019 Federation. A Social Justice Lens: A teaching resource guide. <\/em>BC Teachers\u2019 Federation. 2014. Web. 02 Oct 2014. http:\/\/apa.org\/topics\/socioeconomic-status\/index.aspx<\/em><\/p>\n Tucker-Drob, Elliot M. and Daniel A. Briley. \u201cSocioeconomic status modifies interest-knowledge associations among adolescents.\u201d El Sevier\u00a0<\/em>53.1 (2012): n.page. http:\/\/www.sciencedirect.com.ezproxy.library.ubc.ca\/science\/article\/pii\/S0191886912000736<\/p>\n Whitney, Jennifer D. \u201cThe Use of Technology in Literacy Instruction: Implications for Teaching Students from Low Socioeconomic Backgrounds.\u201d ERIC<\/em> Section 3 (2007): n. pag. Web. 10 January 2015.<\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Welcome to my EDUC 451 Inquiry Blog! The purpose of this blog is\u00a0to put theory to practice. I want to take the research that I have done, and make it a useful tool for classrooms in the future. Additional Research … Continue reading