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Research & Review Analysis #1- Ashley Ellis

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Research & Review Analysis #1- Ashley Ellis

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Citation:

Sloan, Tyler. “Supporting Students Living in Poverty.” BU Journal of Graduate Studies in Education, Volume 11, Issue 1, 2019, https://files.eric.ed.gov/fulltext/EJ1230335.pdf

Link:

https://files.eric.ed.gov/fulltext/EJ1230335.pdf

Summary:

This article discusses the support educators can provide students inside the classroom who come from low socioeconomic status (SES). Students who come from low SES have low language, vocabulary, social, and literacy levels due to the lack of funding and lack of support from resources. They are more likely to experience financial stress which can negatively affect their ability to interact with their classmates as well as negatively affect their academic achievement. Students and/or families of low SES need proper funding in programs in the community to help bridge the poverty gap and offer students the opportunity to succeed academically. As educators we can solve this problem by making sure that learning spaces are encouraging to students while also increasing the proper resources necessary. Educators can help solve this issue by increasing the number of afterschool programs that aid in language, vocabulary, social, and literacy available for students at no cost. Poverty is an issue that negatively affects academic success but, with the proper resources available and the right directions, we can bridge this gap.

Analysis:

Effects of low socioeconomic status (SES) on academic achievement

Parents living in poverty struggle to provide the essential needs such as food and housing which can lead to stress at home and have a negative effect on a child's potential academic success. Families struggling with these essential needs tend to have little support on education and it creates a toxic environment. This toxic environment makes it harder for children to make positive connections at school because they are so used to the unpredictable environment at home.

Parents struggling to provide for their family, makes it harder for the students to have extra educational opportunities such as trips, camps, or education programs because of the financial hold.

Students living in poverty have low literacy levels due to the lack of funding to low-income communities and low support from families. Living in poverty makes it difficult for children to keep up with the class which can hinder their literacy skills. Literacy skills are learned at a young age but students with low SES are not introduced to the same learning resources and building blocks as their peers. These students are not exposed to the correct environments that promote the proper language development that literacy is built on. This can put them behind academically and in their development which later can be hard to fix.

How educators can support students who comes from low SES

To support these families, communities need to have qualified teachers (this lets children/parents aware of these effects on academic achievement).

There needs to be an increase in funding towards affordable housing and healthier food options for families.

Educators need to create a positive school environment and a safe place for students to make them feel comfortable to take a risk and find academic success.

Educators need to remind their students that even though they live in poverty, their home environment may not be a place that prioritizes academic achievement, but, once entering the classroom academic achievement is the main focus.

Creating positive relationships between educators and faculty built on trust and belief that the students have the potential for academic success. This allows the students to believe in their own self-worth.

Educators can encourage students to participate in School programs that focus on language, vocabulary, and literacy skills (in/after school programs at little to no cost).

Students who come from low SES do not have access to resources such as technology. Educators can introduce students to help them feel more comfortable using it and possibly pave the way for future career opportunities in the stem (science, technology, electronics, and mathematics) field.

Educators need to make sure they educate their own-selves and learn effective strategies that are important to model appropriate behaviors for their students since they may not receive these actions at home.

Students who come from low SES may struggle with mental health issues therefore, educators need to provide students with the right information to help them seek the correct professional help necessary. The students can also confide in their teachers and turn to them when needed which can help foster trust.

Educators also need to make sure they involve the parents as much as possible so they can understand how to support their children at home when in this environment.

Low SES creates a very stressful environment for students and these students may not understand how to handle this stress. This can later lead to mental health such as anxiety and/or depression. Including parents will prepare them with the proper support needed to support their children.

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Research & Review Analysis of #1 - Jessica

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Research & Review Analysis of #1 - Jessica

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Link: https://ebookcentral-proquest-com.proxy.libraries.rutgers.edu/lib/rutgers-ebooks/reader.action?docID=1104797&ppg=121 (Rutgers account is needed to access)

Citation:

Sawyer, W., Callow, J., Munns, G., & Zammit, K. (2013). What exemplary teachers do. In G.

Munns, W. Sawyer, & B. Cole (Eds.), Exemplary Teachers of Students in Poverty (pp.

90-108). Taylor & Francis Group.

Summary: The purpose of the “What Exemplary Teachers Do” chapter of this book is to inform the audience of important steps teachers can take and ideas they should consider in order to create a successful learning environment for students with low socioeconomic status. This chapter breaks down into different sections to highlight the key components; learning experiences, insider classroom, individual support strategies, and engaging messages. Learning experiences show strategies that teachers can use to keep their classroom on target with learning and to build a community within students. Insider classroom focuses on specific tools in the classroom that teachers should have to drive learning itself, as well as steps needed to be taken to ensure student learning. This includes having the opportunity for peer discussion, teacher conversations, assessments for the students, and reflecting feedback from the teacher. Individual support strategies encourage and motivate students to give them confidence in themselves, as well as keeping them persistent with their learning. Teachers should also show students how what they are learning is useful and relevant to them to keep them engaged. Lastly, engaging messages means to keep students engaged in receiving meaningful and positive messages from what is being taught in the classroom. Rather than each singular lesson having its own message separately, the messages in the classroom should all connect to each other and there should be a greater message relating to all of the time spent in the classroom.

Analysis:

• This resource relates to creating an equal environment for students with different socioeconomic backgrounds because it shows different ways a teacher can set his or her students up for success in the classroom while creating a safe community within the classroom. This is relevant to our driving question because the guidelines presented in my resource helps to create equity and a safe learning environment for students of different socioeconomic backgrounds.

• From the resource, creating a sense of community within the classroom consists of building relationships between the students, as well as the students with the teacher. Offering lots of resources allows for the sense of community too. The teacher should provide students of all socioeconomic backgrounds with equal opportunities to be included in the class. This helps students to feel safe and comfortable when in school.

• Potential bias that needs to be considered is that some of the tips given in this book could be opinions of the authors on what makes a successful and equal classroom. Some of the information presented may not work perfectly in every single classroom.

• Teachers encouraging students and making them feel confident helps a lot with their learning. Students who come from backgrounds of low socioeconomic status may feel less confident than other students because it’s possible that other students may make them feel bad about their background. By having teachers who encourage all student learning the same for everyone really helps for each student to feel equally capable of doing what everyone else can.

• Offering multiple support systems allows students to have the access they need to be successful in school, despite their background. It is especially important for the students to be aware of all of their resources in the classroom.

• All of the tips and strategies listed in this chapter of the book go into making a classroom with students who may have a low socioeconomic status feel very equal and comfortable. If a teacher were to do everything listed in the chapter, there is a really good chance that students will feel that they are being treated fairly in the classroom.

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Individual Research Review and Analysis 1- Tahlia

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Individual Research Review and Analysis 1- Tahlia

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Individual Research Review and Analysis #1

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Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement G

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Research & Review Analysis #2 - Ashley Ellis

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Research & Review Analysis #2 - Ashley Ellis

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Citation:

Torff B, Sessions D. Teachers’ attitudes about professional development in high-SES and low-SES communities. Learning inquiry. 2009;3(2):67-77. doi:10.1007/s11519-009-0040-1

Link:

https://www.proquest.com/docview/232664238/fulltextPDF/6CB5DD8110F74BA4PQ/1?accountid=13626

Summary:

This article conducted a study of practicing teachers who completed a survey in classrooms in low socioeconomic status (SES) and high SES areas and their support for professional development. The results stated that professional development was higher in high-SES communities compared to low-SES communities. This is due to the lack of resources and funding within the community to enhance professional development for students. The results also stated that professional development was higher among elementary teachers rather than secondary teachers regardless of their socioeconomic status. The article states that elementary and secondary teachers bring different opinions to professional development because of subject differences. Elementary teachers are focusing on multiple subjects whereas secondary teachers have more of a single focus subject matter. Teachers in low SES communities do not have access to professional development interventions to know to engage students to want to learn. Having educators that take on leadership roles in professional development is a way for teachers to feel confident in their students being able to learn and achieve academic success. Without the proper resources for teachers to become aware on their own of the importance of PD and academic success, it becomes hard for their students to practice the same belief.

Analysis:

A study was conducted in New York State, professional development initiatives are provided by school districts.

Professional development (PD) initiatives, stated in the article, are programs of activities designed to enhance the professional knowledge of groups of teachers.

A survey was taken by teachers in high-SES communities and low-SES communities.

Participants

150 elementary and secondary teachers took part in the study; all participants had at least 5 years of full-time teaching experience.

Teachers in both low and high-SES communities were shown different kinds of PD programs

For example:

Teachers in high-SES communities were to pick topics of their PD work – a teacher may have been interested in differentiated instruction; therefore, they would attend events based on this topic. Teachers in low-SES communities had little choice on their topics of PD.

Teachers in high-SES communities attended PD events in smaller groups compared to teachers in low-SES communities. High-SES community-based teachers involved 10-20 teachers and low-SES community-based teachers involved anywhere from 40-200 teachers.

Teachers in smaller groups attended events that were more learner centers and focused on how the teachers' ideas and perspectives played a role in their activities. For instance, teachers shared their thoughts, engaged in discussions, and completed projects relevant to classroom teaching. Teachers in the larger groups were more lecture and PowerPoint based. In other words, the curriculum-centered type of PD.

Opportunities for teacher leadership varied between both settings; teachers in high-SES communities participated in leadership activities and teachers in low-SES communities had fewer opportunity for choice, learner-centered activities, and teacher leadership.

Procedure:

Participants completed the “Teacher’s Attitudes about Professional Development (TAP)”

TAP is a scale that measures the extent of teachers’ support for PD initiatives.

The TAP scale asks participants to rate their level of agreement with the five statements about PD activities

Five statements include:

1- professional development workshops often help teachers' development of new teaching techniques.

2- if I did not have to attend Inservice workshops, I would not.

3- PD events are worth the time they take.

4- I have been enriched by the teacher training event I have attended.

5- staff development initiatives have not had much impact on my teaching.

Each statement was followed by a 6-point Likert-type scale (6=strongly agree, 5= moderately agree, 4=agree slightly more than disagree, 3= disagree slightly more than agree, 2= moderately disagree, and 1=strongly agree).

Five variables were added to survey

Variables include: age and years of experience

Effects included gender, grade level (elementary or secondary), educational attainment (bachelor’s degree, master's degree plus 30 or 60 credits, and doctoral degree).

Results:

Gender, age, and years of teaching had no significant contribution.

School district and grade level had a 5% contribution to PD levels.

Teachers in high-SES communities had a .37 higher TAP score than low-SES community teachers.

Secondary teachers resulted in a TAP factor score that was .43 less than elementary teachers.

Teachers in high-SES communities scored more positively and had a more positive attitude towards PD and academic achievement.

Teachers in low-SES communities were given fewer opportunities to engage in learner-centered activities, and had fewer opportunities for participants in leadership roles.

A teacher's attitude toward PD and academic success is very important. Students who come from low-SES do not have the academic and development support at home due to their parents focusing on the essential needs. Having educators who take on these leadership roles and have a positive attitude towards PD allows the students to model the same behavior and succeed academically.

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Link: https://pgc.edu/socioeconomic-status-affect-education/

Citation: Punjab Colleges. (n.d.). How does socioeconomic status affect education? Punjab Colleges. Retrieved June 7, 2022, from https://pgc.edu/socioeconomic-status-affect-education/

Summary: This resource offers information on the comparison between socioeconomic status and their education. According to the article, economic status is “the position that a person occupies in society” (Punjab Colleges). For students, this would include the income and finances of their parents or guardians. It has been proven that students who come from a higher socioeconomic background tend to perform better in school than students who come from a lower socioeconomic background. Each year, there are more students with low SES who enter the school system. Many schools and educators are not prepared to educate these students. This means that these children are likely to not do as well in school as they should. With students with low SES, there may be other factors going on in the student’s life at home that may make it even more difficult for them to be successful in school. It is important for teachers to be able to understand children who are in these situations in order to provide the support that they need. “Warm and caring relationships need to be developed between teachers and children” (Punjab Colleges). This helps teachers to be able to offer the care and support that the students need in the classroom. With students with low SES, teachers tend to have more difficulty getting in contact with the student’s parents. Teachers may also find that students with low SES may not complete assignments or homework due to their at home environment. Students with low SES may also show little to no interest in interacting and working with peers, which may affect other student’s learning in the classroom. It is important for teachers to have the ability to use what they know about their students and the student’s background in order to plan effective lessons that allows all students to succeed. Motivating the students is important towards their success.

Analysis:

·  This resource relates to our driving question because it shows many factors that teachers need to consider with students with low SES. There are some suggestions offered to help make learning for students with low SES a lot more successful.

·  Since there are many schools who are not prepared to educate the growing number of students with a low SES, it may be beneficial for administrators to go to conferences or seminars in order to stay up date with new findings and strategies to be able to educate students with low SES.

·  Many teachers may look at a student with low SES and not realize other factors caused by their low SES going on at home that can contribute to their performance in the classroom. For example, the students “may be unable to concentrate” when trying to study or complete their work at home due to their home environment (Punjab Colleges). It is important for a teacher to consider factors in a student’s at-home environment when looking at the student’s performance in class.

·  Building warm and caring relationships between the teacher and his or her students is really important to the student’s success. A student may not have the opportunity at home to experience these types of relationships, so by feeling cared for at school it will help them to achieve success. This also helps students to feel more comfortable with their teachers so they can approach them and talk about any issues they may have going on at home, which can help the teachers to understand why a student is performing the way that they are in school. This also helps students to feel comfortable approaching their teachers when asking for help on an assignment or for any needed accommodations. This will also set them up for success in the classroom.

·  The teacher not being able to get in contact with parents may make it more difficult for the student to be successful. Especially at a younger age, parents are involved in checking to make sure that students get their work done and are staying on track to be able to be ready to move on to the next grade level by the end of the school year. If teachers are not able to have that contact with the parents, the teacher should try to come up with a plan on how the student can still be successful in the classroom as it is not the student’s fault if their parents are difficult to get in contact with.

·  The teacher should also take into consideration that if the parent is difficult to get in contact with, it could be due to lack of technology on the parent’s end. Maybe the parent does not have a phone or computer. The teacher should find different methods in attempt to get in contact with the parents in case the reason why they aren’t able to reach the parent is due to a technology barrier. A note could be sent home with the student instead of a phone call or email.

·  If a student with low SES is not interested in working with their peers, the teacher could make a fun activity to encourage this student to build relationships in the classroom. This may make it easier for the student to participate in group work academically.

·  Potential bias would be many issues listed with low SES students, such as having other issues at home other than their SES status that may cause them to do poorly in school may not apply to all SES students. It is important as an educator to keep these things in mind so the student can be set up for success in the classroom, but it should not be assumed that all students with low SES are facing these issues.

·  I feel that the article could have mentioned a potential language barrier for students with low SES. One of the factors contributed to students with low SES is having uneducated parents. This could mean that a student may not have learned proper language and grammar skills at home. It is important for the teacher, as well as the school to offer support and resources for these students to get on track.

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What is the economic status?

What is the economic status? In this way, the concept of economic status refers to the position that a person occupies in society. It is concerning others according to their income, education, and employment. In addition, three classes or levels of wealth emerge from these positions. Those are; low or poor class, middle class or working class, and upper class or rich. That does not depend on the social sector of the economy.

When talking about economic status, reference is made to the position occupied by a person or agent in society or social group. In economics, this position is analyzed taking into account key economic variables. Thus emerging economic or socioeconomic status.

Income includes salaries, rents, interests, dividends, subsidies among others. The unearned income of the wealthy or upper class tends to have a larger share of total income than the other classes as they invest and save more.

Employment directly reflects the educational level and skills of the person. In addition, society classifies some jobs as more prestigious and of higher economic status. For example, Surgeons, Lawyers, Chemists, Engineers, Architects, and the like have higher status or are more appreciated and respected than Waiters, Cleaners, Cooks, Drivers, or Janitors.

In general, the least valued jobs involve lower pay, more physical effort, more occupational hazards, and require a lower educational level.

In education in general, the higher the level of education, the higher the income. People with college degrees tend to earn more than people who only completed basic education. In addition, reaching higher levels of education demonstrates a higher level of commitment, greater general knowledge, a more extensive vocabulary, and better communication skills.

Education also plays an important role in landing certain high socioeconomic status jobs. Such as a doctor or lawyer that requires college training to practice.

Socioeconomic status definition:

Socioeconomic status according to the country. This social scale or socioeconomic classification is true for the vast majority of countries in the world, especially the capitalist ones. However, the characteristics that in some countries can be considered as typical of the poor in others may be characteristics of the rich.

For example, the lower class or poor of a country. Those who have a complete basic education and a partial university, a car and a house of their own, a permanent job, etc. It would be considered as high class or rich in a country where the rich have similar characteristics.

Also, the proportions and magnitudes of these classifications vary according to the country. Note that each class is one-third of the population. For example, in the most developed countries, the population that is considered middle or upper class is much higher than those who are considered poor.

The opposite happens in poor or underdeveloped countries with a lot of inequality. Where there is a small dominant elite that makes up the upper class. A minority of the middle class and a large lower class of people without opportunities.

Finally, this classification is not static. The passage of time may vary the characteristics of each class in a country. In this way, technological or economic development can help people obtain better well-being and have social mobility, advancing their economic status. It may also be, for example, that those considered poor go from being those who did not even have enough clothes to be those who do not have a house and a car of their own.

Socio-economic factors affect the performance of students. Another result affirms that students with better grades come from better socioeconomic levels, receive more support from their parents, and have previously attended preschool.

The socioeconomic level of the student determines their academic performance.

Impact of poverty on education:

Poverty is a problem that more and more children in our countries face to face. The price that the children of poverty must pay is incredibly high. Every year an increasing number of children are entering schools with needs and circumstances. Such as poverty, that schools are not prepared to deal with.

The term at-risk refers to children who are prone to failure in school or life due to social circumstances in their life. It does not appear that just any factor places a child at risk. On the contrary, when more than one factor is present. There is a composition effect and the probability of failure increases significantly.

Poverty is considered the main risk factor. Some of the factors related to poverty can put a child at risk of school failure. These are; very young parents, with a very low educational level. Moreover, Unemployment; abuse and neglect, substance abuse, dangerous neighborhoods, homelessness, Mobility, and exposure to inappropriate or inappropriate educational experiences.

Being able to identify and understand children who are at risk is essential if we are to support their growth and development. To do this, warm and caring relationships need to be developed between teachers and children. This will allow teachers to detect any red flags that may put children at risk for failure, interfering with their chances of success in school and life.

Academic and behavioral problems can be indicators of impending failure. Among these behaviors. The following stand out delay in language development, delay in reading development, aggression, violence, social isolation, substance abuse, irregular attendance, and depression.

Teachers may have a difficult time reaching a student’s parents or guardians. They may also find that the student does not complete assignments, does not study for tests, or does not come to school prepared to learn because of poverty or related to circumstances in the home environment. These children may be unable to concentrate. They may be reluctant or unable to interact with their peers and/or adults at school in an effective way. These issues not only have an impact on the learning of children from poverty but can also affect the learning of other children.

The increase in the number of children living in poverty has helped make the classrooms of our nations more diverse than ever. This makes teaching and learning more difficult. This problem can remain a challenge for teachers, as opposed to becoming a problem, if the emphasis is on student learning rather than teaching.

The difference in academic achievement between children of different classes or groups (ethnic, racial, income) is known as the achievement gap. Children in poverty generally reach lower levels than middle and upper-class children. The causes are numerous and are related to the social environment in which poor children live and the education they receive at school.

Factors such as the quality of student learning behaviors, home environment, past experiences with education, and teacher attitudes are among the many factors that influence student achievement. It proposes that schools can have a strong impact on the academic performance and success of all children by seeing them as a promise and not at risk and preparing them to reach their full potential.

The content must be of high quality and be culturally relevant. A watered-down curriculum is unacceptable. Teachers must know the cultures in which their students live so that they can plan effective and engaging lessons.

Also, classroom management and teaching techniques that work well with some students do not necessarily work well with poor children. The perspective and experiences of children must be taken into account. Other things that can help close the achievement gap include motivation, parenting, and family involvement.

How to measure socioeconomic status?

The measurement of socioeconomic position is central to the analysis of the social inequities in health and requires updated instruments, adapted to a framework conceptual reference, the local context, and the characteristics of the populations.

The goal of this study is to present and discuss, in the light of international literature, the advantages and disadvantages of different ways of measuring socioeconomic position for the analysis of that exist. The objective of this study is to construct an index capable of measuring the level of socioeconomic status of the families of Primary Education students.

It was found that there is a great diversity of instruments at the individual or geographical level that allows measuring the position socioeconomic in the framework. Each substitution is developed based on a framework conceptual reference and must be adapted to the study design, to the characteristics of the population study (e.g. age), and the feasibility of data collection.

However, due to the great diversity of variables and existing conceptual frameworks. It is not possible to establish the existence of a gold standard for the measurement of applicable to all studies.

The analysis of social inequities in health has two peculiarities that locate measurement of socioeconomic position at the center of the problem. The first is that socioeconomic position (or social stratification) integrates different dimensions, related between them, who have their influence on health outcomes: education, material conditions, occupation, prestige social, relative deprivation, place of residence, among others.

Each affects health throughout life, through material conditions, psychosocial and individual behaviors.

The second particularity is the concept of social gradient: it has been shown in many countries that, on average, as the socioeconomic position of individuals, improve your health outcomes. Measuring socioeconomic should allow highlighting this ongoing relationship between and health. From this perspective, comparison between social extremes, that is between the poorest (or the richest) and the rest of the population, is reductionist and can be translated into public policies creating threshold effects.

At a global level, different ways to measure socioeconomic depending on the framework dominant conceptualization in the country and the need to adapt the measurements to the local context.

In the case of human capital, the usual way of measuring it has been through the educational level of the parents, which we have considered here for both father and mother. It has also been included in the index occupational status, which is usually a closely associated indicator both at the level of income and education. Compared to income level, it is easier to measure and less variable over time.

Regarding the number of variables used, the criterion used has been to consider a small number. Thus, the increase in cases is avoided lost, motivated by the possible non-response to questions regarding the variables involved in the construction of the index.

Does your social class determine your future?

Social class has nothing to do with the future if the person is keen to get success. Enthusiasm to achieve desired goals is the best way to make your future better. Struggling hard and never giving up attitude determines the future of people.

In terms of financial status, it can help you to avail resources without any hurdles. People with low social class get to struggle more for finances.

Socioeconomic status and child development:

Child development starts from the most important factors. Among the latter is socioeconomic status. That can influence health and opportunities in adult life. Know and analyze the influence of socioeconomic conditions on child development. Materials and methods. The variables most used to assess socioeconomic status were family income and parental education. For child development, these are areas of cognition and gross motor skills. A significant relationship was found between child development and socioeconomic level. Schooling, parental occupation, mother’s marital status, and housing conditions, which represent a disadvantage and the probability of alteration in child development.

So, the question, How Does Socioeconomic Status Affect Education? one of its parts is, child development, which is influenced by socioeconomic conditions determined by historical-cultural aspects. Most of them are approached from functionalist sociology as isolated factors. A holistic and integrative methodological approach is proposed that gives rise to historicity as an important element.

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How Does Socioeconomic Status Affect Education_ _ Punjab Colleges

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Individual Research Review and Analysis 2-Tahlia

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Individual Research Review and Analysis 2-Tahlia

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Individual Research Review and Analysis #2

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Research & Review Analysis #3 - Ashley Ellis 

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Research & Review Analysis #3 - Ashley Ellis 

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Link:
https://www.youtube.com/watch?v=U1QH8PKbLPU

Summary:

This video explains how educators can create a safe, healthy, and sustaining learning environment.

Analysis:

Tara Ettis, a fourth-grade teacher, in this video states that kids need to truly feel safe, welcomed, and physically, socially, and emotionally supported and that as educators, we need to educate ourselves on our students. We need to truly know where these students come from and know their areas of struggle so we address these struggles and create that relationship. This video relates to the driving question because students coming from low SES communities struggle academically. The parents of these children are so focused on being able to financially sustain the biological necessities for their children, they fall short when it comes to support academically. Therefore, it is important that educators educate themselves so they know how to step in and become that support system for them. This also aids in creating a relationship based on trust and allow students to have the ability to turn to their teachers in a time of need.

Edverette Brewster, a seventh/eight grade humanities teacher, states “a student doesn’t care what you know until they know that you care.” I find this statement very moving because I can relate. There has been plenty of times that I have sat in a classroom and I would have no clue as to what the teacher is teaching. I would try to address the struggle and I felt as though the teacher didn’t care. He or she would be quickly to move on to the next subject and I would completely lose interest. Why should I care about the next topic when you don’t even care about the struggles on the last topic? Students who come from low SES background, need to feel that their teachers care about their academic success. That it shouldn’t matter what you look like or where you come from. That as the teacher, you are there to support them and that you believe in them to achieve academic greatness. Knowing that as a teacher you care, it motivates the student to keep trying and they create that positive outlook not only academically, but a positive outlook on life.

Building meaningful relationships is a key feature in this video because as a teacher you think you know your students but you have to question how much do you really know them? If someone else was to ask you about your students, what would be the response? You may know they struggle in reading but excel in math. But is that really knowing them? No, that is knowing them on a superficial level. As an educator, you want to truly understand your students and gain a deep understanding of who they are as a person. This can help the teacher understand how or why they may be struggling or how to go about working on the struggles. Students need to trust their educators and believe that you aren't here to see us fail. That not only is it the student's goal to succeed, but it is their teacher's goal as well.

Edverette Brewster stated that he asks feedback of his students. He asks feedback because it is important for students to state how they feel and how they would like to see things happen in the classroom. You want your students to have a voice. You want them to create their own sense of the world. He also states, that there has to be a connection with what students are doing in the classroom to real-life scenarios. This also makes them feel more secure about the real-world that they are going to grow up in.

A wellness policy was implemented (by Tara Ettis)- this includes movement breaks or water and/or snack breaks. This allows students to move throughout the day and to check in with themselves. If they are comfortable physically, they will be more willing to learn and stay engaged. Without the proper nutrients such as food, water, and physical movements, a teacher cannot expect their body to be ready to learn.

Comfortability among students in the classroom is important because students can better focus on the task at hand rather than feel anxious about the stressful events at home. As an educator, you want your students to learn in a classroom free of distractions and negativity. These students already deal with that at home. As an educator be that escape goat and be that positivity in your students' lives and be able to make the difference.

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Create Safe, Healthy & Sustaining Learning Environments

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Individual Research Review and Analysis #3

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Impact of Socioeconomic Status on Academic Success

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Link: https://www.youtube.com/watch?v=hYMk3Bk08NA

Citation: CrashCourse. (2018, January 22). Schools & Social Inequality: Crash Course Sociology #41 [Video]. Youtube. https://www.youtube.com/watch?v=hYMk3Bk08NA

Summary: This video expresses the ideas of how funding and socioeconomic status relates to social aspects and success of students in the education system. Schools that have students with lower socioeconomic backgrounds tend to have less funding than schools with higher socioeconomic backgrounds. Students with a lower socioeconomic background tend to have less overall success in education than those with higher socioeconomic status. This begins from a young age because students who come from a family with higher income tend to have parents who spend more time with them at a young age. An example presented in the video is that parents tend to read books to their children more if they are from a higher socioeconomic background. Students who are minorities or come from a lower socioeconomic background may have a more difficult time applying for college and winning awards and scholarships. The video goes into talking about how race, gender, and disabilities can play a factor in disadvantages that students may have in the classroom.

Analysis:

It is important for teachers to be considerate of students with a lower socioeconomic status and understand their resources at home. The video mentions how some schools may be less funded than others depending on the area and socioeconomic status. Teachers should be mindful of this and learn how to utilize the resources that they have to create effective learning for all students, despite funding or the students’ socioeconomic status.

Students who come from higher socioeconomic status are more likely to have their parents spend time with them doing activities like reading books because students from a lower socioeconomic background may have parents who need to dedicate more time to bringing in income and working. For example, parents with a low socioeconomic status may need to work longer hours or take on more than one job in order to support the family, whereas a student with higher socioeconomic status may have parents who work less and have more time to read to them.

One of the statistics mentioned in the video is “by the age of 3, children of professionals have vocabularies that are 50% larger than those of children from working-class families” (CrashCourse 2018). This goes along with my last point on the idea that parents from a higher socioeconomic background may have more time to spend with their children to speak with them and teach them new vocabulary.

Discussing in the video how other minority groups may have a disadvantage in the classroom can go along with how low socioeconomic status students may also  have a disadvantage in the classroom. The video talks about how teachers can discriminate against race, gender, and disabilities. Teachers can also discriminate against a student that comes from a lower socioeconomic background. Instead of the teacher discriminating against the student for their background, the teacher should consider how they can help the student. For example, in one of our other resources, it mentioned how students with low SES may have behavioral issues due to their environment at home. Instead of punishing this student, the teacher should come up with a plan to benefit the student and teach them proper behaviors. The video mentions that if students are getting expelled or suspended, that it’s less time they are learning in the classroom which is decreasing their likelihood of academic success.

Even though this video isn’t specifically on how teachers can be inclusive with all students no matter their socioeconomic status, the information presented in this video helps to answer the driving question. Getting to know more information about the background and statistics of how low funding relates to social status in schools is important to the driving question. This video shows how the students' life at home can contribute to their success in the classroom. This is important for educators to be aware of because it will help them to come up with a plan on how to make sure that each student is learning what they should be, no matter their starting point and background at home.

Overall, this source is reliable because CrashCourse is a credible source, so I knew that the information offered in this video is factual. The currency of the source also makes this video a reliable source because it is only 4 years old so the information mentioned in this video still applies to schools today.

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Schools & Social Inequality: Crash Course Sociology #41

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Link: https://i.pinimg.com/474x/a8/8f/29/a88f29b706daeefe0907f1e639f85a03.jpg

Citation:

Cromer, A. (n.d.). 10 facts about SES [Clip art]. https://i.pinimg.com/474x/a8/8f/29/a88f29b706daeefe0907f1e639f85a03.jpg

Summary: This is an image of the poverty cycle. It shows how students who come from a low socioeconomic background may be affected in terms of their education and future. The cycle starts with having a poor family, then results to having a poor child, then poor education, then poor or no jobs, which ultimately results into having a poor income.

Analysis:

·      This image relates to my driving question because it shows the result of many students who have low SES. It is important for our audience, teachers, to be aware of this because if the teachers know the outcome of lots of students with SES, it may teach them how important it is to create an equal and safe environment in the classroom for students with low SES so they can be successful.

·      The low SES child coming from a poor family is the first step in the poverty cycle. The result of having a poor family is the child also being poor, aka a student with low SES. Depending on the area where the family lives, this may result in poor education for the student. This could also result in a student being in an education system where they are a minority for coming from a low SES family. If the teacher does not know how to set up a student with low SES for success, they may not be successful in their life ahead of them.

·      If the low SES student does not receive their proper education needs, they will likely not have a job or a job that pays enough. This will result in them having a poor income. If the student was able to receive the education that was needed from their teachers, then they could have had a better chance of getting a better job since they would have had the education skills for a higher paying job.

·      If teachers do not help their students get what they need in order to have equal opportunities to learn, they will not have an equal opportunity when they get into the real world of achieving the same success as other students who had the education that they needed to be successful.

·      There are many factors that go into the poverty cycle, but a teacher can individually have a huge impact on the outcome of the low SES students, so it is important for all teachers to be educated on creating the best classroom environment for students of all SES backgrounds.

·      Though the cycle and steps may vary from resource to resource, the idea is the same across all poverty cycles that it is difficult for a child who’s born into low SES to break the cycle.

·      Potential bias in my resource is that the image is from Pinterest. This is biased because anyone can make a Pinterest account and post whatever they want to, despite it being factual or not. The reason why I still chose to use this image even though it was found on Pinterest is because I have looked at many poverty cycles before in my other classes and I can confirm that the information presented on this image is reliable because all poverty cycles relay the same message. The reason why I chose this image of the poverty cycle over other images was because I feel that it connected to our driving question the most, really focusing on education and poverty.

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Research & Review Analysis #3 - Ashley Ellis 

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Research & Review Analysis #3 - Ashley Ellis 

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Link:

http://michaellamarr.com/LaMarr/classroomenvironment.html

Summary:
I chose this picture to represent the driving question (how can teachers create a safe and equitable environment for students who come from low SES?) because in order for students to want to learn and engage in the classroom, they need to feel welcome. These students already come to school feeling a way because they are different from their peers. For instance, most students on their first day, they have brand new clothes. A student who comes from low SES may not have the money to afford new clothes. Therefore, the first day of school they may feel sad or feel they do not fit in because others may judge them for wearing old clothes. This now becomes teacher's job to make sure those children do not continue to feel like they do not belong. All students should be held to the same standard no matter where they come from or what they may look like. It is important for students to feel comfortable therefore they are more willing to take risks and more willing to interact with others. Academic success is in all the cards for every student and it starts with being their biggest support system and building a bond with them so they have a place to call home when their actual home may be falling apart. Teachers are not around to just teach material and go home. They are to make a difference in these children's lives and pave the way for them to create a future for themselves.

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  Individual Research Review and Analysis #4

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The "opportunity gap" in US public education -- and how to close it | Anindya Kundu