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Poverty Impacts On Literacy Education
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Book Synopsis Poverty Impacts on Literacy Education by : Tussey, Jill
Download or read book Poverty Impacts on Literacy Education written by Tussey, Jill and published by IGI Global. This book was released on 2021-09-24 with total page 325 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Poverty and Literacy by : Nathalis Wamba
Download or read book Poverty and Literacy written by Nathalis Wamba and published by Routledge. This book was released on 2014-07-16 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a mutual dependence between poverty and academic achievement, creative pedagogies for low-income pupils, school models that ‘beat the odds’, and the resiliency of low-income families dedicated to the academic success of their children. This book examines the connection between poverty and literacy, looking at the potential roles and responsibilities of teachers, school administrators, researchers, and policymakers in closing the achievement gap and in reducing the effects of poverty on the literacy skill development of low-income children. There are numerous suggestions about how to improve schools so that they respond to the needs of low-income children; some argue for school reform, while others advocate social reform, and yet others suggest combining both educational reform and social reform. Without a strong foundation in literacy, children are all too often denied access to a rich and diverse curriculum. Reading and writing are passports to achievement in many other curricular areas, and literacy education plays an important role in moving people out of poverty toward greater self-sufficiency post-graduation. Schools and home environments share responsibility for literacy skill development; in school, literacy equals the acquisition of reading and writing skills, but it is also a social practice key to social mobility. The achievement gap between low-income, middle-class, and upper middle-class students illustrates the power of socioeconomic factors outside school. This book was originally published as two special issues of Reading & Writing Quarterly: Overcoming Learning Difficulties.
Book Synopsis Opportunity and Performance by : Sam Redding
Download or read book Opportunity and Performance written by Sam Redding and published by IAP. This book was released on 2021-07-01 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because everyone from policymakers to classroom teachers has a role in achieving greater equity for children from poverty, this book provides a sweeping chronicle of the historical turning points—judicial, legislative, and regulatory—on the road to greater equity, as background to the situation today. It provides succinct policy recommendations for states and districts, as well as practical curricular and instructional strategies for districts, schools, and teachers. This comprehensive approach—from the statehouse to the classroom—for providing children who come to school from impoverished environments with the education in which they thrive, not merely one that is comparable to others, truly enlists everyone in the quest for opportunity and performance. The next step toward equity may be taken by a governor, but it may also be taken by a teacher. One need not wait for the other. Press Relaease Redding, S. (Ed.). (2021). Opportunity and performance: Equity for children from poverty. Information Age. Copyright: Academic Development Institute • historical and legislative background for understanding current situation • analysis of poverty’s impact on learning from multiple perspectives • likely effects of COVID pandemic on learning and what to do about it • proximal (classroom) and distal (system) levers for change • actionable steps for teachers, schools, districts, states • what can be done to disrupt poverty’s impact on learning, "right here, right now” • disproportionately positive effects (DPEs) of high-impact strategies • goalposts for measurement of progress by schools, districts, states • glossary of terms and discussion prompts Last year, 2021, saw a host of books and articles addressing aspects of “equity,” some mounting the bandwagon of advocacy and some arguing what the term itself actually means. But where were the clear-eyed analyses and practical solutions for educators? After more than a year of focused attention to equity by five education scholars, their book, Opportunity & Performance, entered this stream of publications. The team is associated with the Academic Development Institute and their collaboration was supported by the National Comprehensive Center. This book is unique and distinct from others in several ways. First, the authors agreed early on to put boundaries around a topic that could otherwise run loose with ambiguity. As they were all educators, the book would focus on equity in education. As equity could be viewed from the perspective of a variety of groups that seek it—racial and ethnic groups, children with disabilities, and English learners prominent among them—the team of authors chose to devote the book to the one historically underserved group that most pervasively suffers in terms of academic achievement and that includes the other groups. That group is children from poverty. The five authors are not only researchers, their careers bristle with experience in schools and agencies that work with schools. From different disciplinary fields within education, they have all created and implemented strategies to improve learning and to measure that improvement. The authors were determined to logically and persuasively link their conclusions from the research on poverty, on learning, and on the nexus of the two. They wanted the book to be useful. They sought a respectful tone that would encourage common ground and constructive action to open doors of opportunity and achieve greater learning for students from impoverished environments. The book’s authors and external advisors brought to the work a diversity of professional background and expertise on historically underserved students, children from poverty, effective instruction, systems change, and methods for evaluating progress. Equity of opportunity: Each student—despite family income, race, ethnicity, gender, language, or disability—has the opportunity to attend schools, access courses and programs, and be taught by teachers that meet standards of quality on a par with schools attended by their peers. Equity of performance: The schools, courses, programs, and teachers that serve students from historically underserved groups reorient their curriculum, instruction, and support services to ameliorate disadvantages these students may disproportionately bear, optimizing learning results for these students. The Book's Authors Linda Cavazos, Ph.D., is a researcher and technical assistance provider with more than 25 years of experience in education supporting the needs of culturally and linguistically diverse learners and directing projects in the areas of equity, diversity, inclusion, literacy, and cultural and linguistic competence, responsiveness, and sustainability. Allison Layland, Ph.D., is the Chief Education Strategist for the Academic Development Institute (ADI) with projects in several regional centers. She has con¬sulted with 11 state education agencies on effective implementation of the Individuals with Disabilities Education Act and has more than 20 years of teaching and leadership experience in general and special education at the school, district, and state levels. Sam Redding, Ed.D., is Chief Learning Scientist and a consultant to three regional centers. Dr. Redding also served as the Associate Director of the Center on School Turnaround (WestEd) and as Senior Learning Specialist for the Center on Innovations in Learning (Temple University), and Director of the Center on Innovation & Improvement. As a Senior Research Associate at the Laboratory for Student Success, he headed the Lab’s research and implementation of comprehensive school reform. Janet S. Twyman, Ph.D., BCBA, LBA, Dr. Twyman is a consultant for the Academic Development Institute. Throughout her career as a preschool and elementary teacher, school principal and administrator, university professor, instructional designer, distance learning architect, and educational consultant, Dr. Twyman has been a proponent of effective learning tech¬nologies that produce individual and system change. She has presented to and worked with education systems, organizations, and institutions in over 50 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. Bi Vuong, MPA, is the Managing Director, Education Practice with Project Evident. Before joining Project Evident, Bi was the Director of Proving Ground at the Center for Education Policy Research at Harvard University. She also launched the National Center for Rural Education Research Network. Prior to Proving Ground, she served as the Deputy Chief Financial Officer for the School District of Philadelphia. Bi serves as a consultant for the Academic Development Institute with project assignments for several regional centers. The Book’s External Advisors Patricia Edwards, Ph.D. is professor of language and literacy at Michigan State University, a member of the Reading Hall of Fame, with research and publications on multicultural literacy, parent involvement, and related topics, especially among poor and minority children. Sheneka Williams, Ph.D. is professor and chairperson of the Department of Educational Administration at Michigan State University with a outstanding body of research on educational opportunity for African American students. T. V. (Joe) Layng, Ph.D. is a behavioral scientist with a distinguished career in research and practice, advancing learning through effective instruction for diverse students; Dr. Layng’s work focuses on the integration of technology with instructional design and systemic behavior interventions. Contact: Dr. Sam Redding at [email protected]
Book Synopsis Literacy, Leading and Learning by : Debra Hayes
Download or read book Literacy, Leading and Learning written by Debra Hayes and published by Taylor & Francis. This book was released on 2017-07-14 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication Page -- Table of Contents -- List of Illustrations -- Series Editors' Preface -- Acknowledgements -- List of abbreviations -- About the authors -- Introduction: The problem of literacy Long-running debates and -- Redesigning school literate practices: pedagogies of possibility -- Educational leadership and turn-around literacy pedagogies -- Supporting Improved Literacy Achievement (SILA) pilot project -- Overview of the book -- References -- Chapter 1 Poverty now -- Place: tracing the production of poverty -- Policy: the emergence and development of inequality as an issue of concern in education in Australia and the United Kingdom -- People: living in poverty -- Educational research in the north: key contributions to understanding poverty -- Making the Difference (Connell et al., 1982) and Teachers' Work (Connell, 1985) -- Schooling the Rustbelt Kids (Thomson, 2002) -- Redesigning Pedagogies in the North (RPiN) project (Hattam et al., 2009) -- Conclusion -- References -- Chapter 2 Studying schools -- The schools and their communities -- Leadership and literacy in the four schools: an introduction -- Hogwarts: a short-term, targeted intervention -- Enrichment programme to support growth -- Supporting a range of needs -- Studying the four schools -- Notes -- References -- Chapter 3 Educational leadership practices: Making and remaking the school -- Poverty and its effects come to school -- Making sense of what is made visible in the work of leaders -- The dilemmas of leaders' work -- Changing pedagogy through whole-school agreements -- Practising 'educational' leadership whilst responding to demands for performativity -- Conclusion -- Notes -- References -- Chapter 4 Uncommon pedagogies -- Teachers who stood out from their peers
Book Synopsis Raising Literacy Achievement in High-Poverty Schools by : Eithne Kennedy
Download or read book Raising Literacy Achievement in High-Poverty Schools written by Eithne Kennedy and published by Routledge. This book was released on 2014-01-03 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shares lessons gleaned from a two-year intervention in a high-poverty school, which was highly successful in significantly narrowing the literacy achievement gap and in raising children’s motivation and engagement in literacy both inside and outside school. Kennedy argues that there is much that disadvantaged schools can do to close the gap, but this is more likely to occur when a research-based approach to instruction (with a dual emphasis on cognitive skills and motivation and engagement), assessment and professional development is undertaken.
Book Synopsis Giving Our Children a Fighting Chance by : Susan B. Neuman
Download or read book Giving Our Children a Fighting Chance written by Susan B. Neuman and published by Teachers College Press. This book was released on 2015-04-25 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a compelling, eye-opening portrait of two communities in Philadelphia with drastically different economic resources. Over the course of their10-year investigation, the authors of this important new work came to understand that this disparity between affluence and poverty has created a knowledge gap--far more important than mere achievement scores--with serious implications for students' economic prosperity and social mobility. At the heart of this knowledge gap is the limited ability of students from poor communities to develop information capital. This moving book takes you into the communities in question to meet the students and their families, and by doing so provides powerful insights into the role that literacy can play in giving low-income students a fighting chance. Important reading for a wide audience of educators, policymakers, school reformers, and community activists, Giving Our Children a Fighting Chance: Documents how inequalities begin early and are reinforced by geographic concentration. Compares community libraries to see how print is used in each neighborhood and how children develop as young readers. Looks at patterns that create radical differences in experiences and attitudes toward learning prior to entering school. Explores the function of technology as a tool that exacerbates the divide between affluent students and those with limited access to information. Provides a comprehensive analysis of community literacy, documenting the transformation of media habits from books to computers. Concludes with a look inside schools to answer questions about what schools can do to overcome this complex, unequal playing field. Susan B. Neuman is a professor of Educational Studies at the University of Michigan, and has served as the U.S. Assistant Secretary for Elementary and Secondary Education.Her books include Changing the Odds for Children at Risk. Donna C. Celano is assistant professor of Communication at La Salle University in Philadelphia. “Giving Our Children a Fighting Chance depicts a stark reality: the enormous and growing divide in literacy and reading skill development between children growing up in poverty and children from the middle and upper classes—and the social and economic ramifications. This book should be required reading, not just for those in the education and policy fields, but for anyone who cares about the lives of children and the health of our society.” —Kyle Zimmer, President and CEO, First Book “‘By walking the streets, riding the buses, and taking the subways,’ Celano and Neuman give us a groundbreaking and sobering look at print and education technology resources in two neighborhoods, one wealthy and one poor. The result is a must-read eye-opener for anyone who cares about equal opportunity. The stuff of learning is essential but insufficient. Only with close teacher, parent, and student-to-student coaching can better print and technology resources make a difference.” —Eugenia Kemble, Executive Director, Albert Shanker Institute “The authors of this text make you CARE about these communities and children. They provide insights about how we must focus on literacy in order to make a real difference in the lives of students. This is one of the most comprehensive analyses to date of community literacy, documenting the transformation of media habits from books to computers.” —Linda B. Gambrell, Distinguished Professor of Education, Clemson University
Book Synopsis Equitable Literacy Instruction for Students in Poverty by : Doris Walker-Dalhouse
Download or read book Equitable Literacy Instruction for Students in Poverty written by Doris Walker-Dalhouse and published by . This book was released on 2024-09-27 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differences in performance between students of poverty and more advantaged students are reflective of an opportunity gap, as opposed to a gap in student ability. This book argues that significant attention must be given to eliminating the barriers that produce educational inequities in student achievement. Walker-Dalhouse and Risko focus on disparities in literacy achievement that might be attributed to color-blind practices, deficit mindsets, low expectations, or context-neutral practices. Situating literacy learning within a comprehensive view of literacy development, they provide a set of instructional practices that will best support students living in poverty. Specifically, vignettes from kindergarten through middle school classrooms are used to demonstrate practices that address critical areas of the reading process; are responsive to students' racial, ethnic, cultural, gender, and linguistic histories and assets; attend to students' strengths and needs; and go beyond the impact of short-term testing to support optimal and sustainable learning. Educators and school leaders can use this resource to transform schools into nurturing and vibrant communities that are committed to change, equity, and diversity. Book Features: Provides recommendations and detailed guidance for enacting literacy instruction that will close opportunity gaps for students living in poverty. Includes vignettes from leading literacy educators and researchers that demonstrate high-quality literacy instruction implemented in K-8 classrooms. Presents instruction that is responsive to differences and honors the languages, literacies, and cultural resources that students bring to their learning. Offers specific recommendations and practices that can guide advocacy for change.
Download or read book Laboring to Learn written by Lorna Rivera and published by University of Illinois Press. This book was released on 2024-04-22 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The American adult education system has become an alternative for school dropouts, with some state welfare policies requiring teen mothers and women without high school diplomas to participate in adult education programs to receive aid. Currently, low-income women of color are more likely to be enrolled in the lowest levels of adult basic education. Very little has been published about women's experiences in these mandatory programs and whether the programs reproduce the conditions that forced women to drop out in the first place. Lorna Rivera bridges the gap with this important study, the product of ten years' active ethnographic research with formerly homeless women who participated in adult literacy education classes before and after welfare reform. She draws on rich interviews with organizers and participants in the Adult Learners Program at Project Hope, a women's shelter and community development organization in Boston's Dudley neighborhood, one of the poorest in the city. Analyzing the web of ideological contradictions regarding "work first" welfare reform policies, Rivera argues that poverty is produced and reproduced when women with low literacy skills are pushed into welfare-to-work programs and denied education. She examines how various discourses about individual choice and self-sufficiency shape the purposes of literacy, how low-income women express a sense of personal responsibility for being poor, and how neoliberal ideologies and practices compromise the goals of critical literacy programs. Throughout this study, the voices and experiences of formerly homeless women challenge cultural stereotypes about poor women, showing in personal and structural terms how social and economic forces shape and restrict opportunities for low-income women of color.
Book Synopsis The Economic and Opportunity Gap by : Anni K. Reinking
Download or read book The Economic and Opportunity Gap written by Anni K. Reinking and published by Rowman & Littlefield Publishers. This book was released on 2021-04-15 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Economic and Opportunity Gap has a great deal of information, ideas and resources focused on children and families living in poverty. Specifically, how teachers and other professionals working with students can reflect, improve, and implement inclusive practices. The information in this book is based in research, such as the foundational starting piece that nearly one-fourth of our children in the United States are living in poverty, a whopping 21%. This number, one that is doubled in some communities and does not consider children in families near the poverty line, is striking when compared to other similarly situated countries. Understanding that many students and families are on the trajectory of poverty will come to light as readers make their way through from statistics, to research, to definitions, to action items.
Book Synopsis Education and Poverty by : Alfredo Gaete
Download or read book Education and Poverty written by Alfredo Gaete and published by Cambridge Scholars Publishing. This book was released on 2019-05-14 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Low-fee Private Schooling and Poverty in Developing Countries by : Joanna Härmä
Download or read book Low-fee Private Schooling and Poverty in Developing Countries written by Joanna Härmä and published by Bloomsbury Publishing. This book was released on 2021-01-14 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Low-fee Private Schooling and Poverty in Developing Countries, Joanna Härmä draws on primary research carried out in sub-Saharan African countries and in India to show how the poor are being failed by both government and private schools. The primary research data and experiences are combined with additional examples from around the world to offer a wide perspective on the issue of marketized education, low-fee private schooling and government systems. Härmä offers a pragmatic approach to a divisive issue and an ideologically-driven debate and shows how the well-intentioned international drive towards 'education for all' is being encouraged and even imposed long before some countries have prepared the teachers and developed the systems needed to implement it successfully. Suggesting that governments need to take a much more constructive approach to the issue, Härmä argues for a greater acceptance of the challenges, abandoning ideological positions and a scaling back of ambition in the hope of laying stronger foundations for educational development.
Book Synopsis Closing the Poverty and Culture Gap by : Donna Walker Tileston
Download or read book Closing the Poverty and Culture Gap written by Donna Walker Tileston and published by Corwin Press. This book was released on 2009-03-31 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improve achievement in diverse classrooms with a six-part framework to help learners become motivated, create connections from prior knowledge, and acquire procedural and declarative knowledge.
Book Synopsis Reading Poverty by : Patrick Shannon
Download or read book Reading Poverty written by Patrick Shannon and published by Heinemann Educational Publishers. This book was released on 1998 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: A provocative look at how social, political, and economic contexts inform the literacy education field.
Book Synopsis Poverty and Entrepreneurship in Developed Economies by : Michael H. Morris
Download or read book Poverty and Entrepreneurship in Developed Economies written by Michael H. Morris and published by Edward Elgar Publishing. This book was released on 2018-11-30 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: While extensively explored as a solution to poverty at the base of the pyramid, this is the first in-depth examination of entrepreneurship and the poor within advanced economies. The authors explore the underlying nature of poverty and draw implications for new venture creation. Entrepreneurship is presented as a source of empowerment that represents an alternative pathway out of poverty.
Book Synopsis Educating the Other America by : Susan B. Neuman
Download or read book Educating the Other America written by Susan B. Neuman and published by Brookes Publishing Company. This book was released on 2008 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Breaking the cycle of poverty by improving education and literacy: that's the ultimate goal of this trailblazing book from top experts. Educating the Other America brings together more than 30 of the biggest names in education to tackle the challenges faced by children who live below the poverty line - and offer fresh, cutting-edge ideas for closing the achievement gap." "Representing the most creative thinking from the best minds in education, this groundbreaking resource illuminates the challenges of poverty and gives professionals the knowledge they need to help students succeed - both in school and for the rest of their lives."--BOOK JACKET.
Book Synopsis Narrowing the Literacy Gap by : Diane M. Barone
Download or read book Narrowing the Literacy Gap written by Diane M. Barone and published by Guilford Press. This book was released on 2006-03-30 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looks at why students in high-poverty schools struggle with literacy achievement, details what specific factors promote success, and provides recommendations for enriching the classroom environment at different grade levels.
Book Synopsis The Poverty and Education Reader by : Paul C. Gorski
Download or read book The Poverty and Education Reader written by Paul C. Gorski and published by Taylor & Francis. This book was released on 2023-07-03 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through a rich mix of essays, memoirs, and poetry, the contributors to The Poverty and Education Reader bring to the fore the schooling experiences of poor and working class students, highlighting the resiliency, creativity, and educational aspirations of low-income families. They showcase proven strategies that imaginative teachers and schools have adopted for closing the opportunity gap, demonstrating how they have succeeded by working in partnership with low-income families, and despite growing class sizes, the imposition of rote pedagogical models, and teach-to-the-test mandates. The contributors—teachers, students, parents, educational activists, and scholars—repudiate the prevalent, but too rarely discussed, deficit views of students and families in poverty. Rather than focusing on how to “fix” poor and working class youth, they challenge us to acknowledge the ways these youth and their families are disenfranchised by educational policies and practices that deny them the opportunities enjoyed by their wealthier peers. Just as importantly, they offer effective school and classroom strategies to mitigate the effects of educational inequality on students in poverty. Rejecting the simplistic notion that a single program, policy, or pedagogy can undo social or educational inequalities, this Reader inspires and equips educators to challenge the disparities to which underserved communities are subjected. It is a positive resource for students of education and for teachers, principals, social workers, community organizers, and policy makers who want to make the promise of educational equality a reality.
