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Because of open admissions to community colleges, H'S' guidance counselors do NOT discourage those w

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Should guidance counselors be blamed for students not realizing how much high ... several languages, including Spanish, Haitian Creole and Chinese, four nights a week. ... – PowerPoint PPT presentation

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Title: Because of open admissions to community colleges, H'S' guidance counselors do NOT discourage those w


1
Because of open admissions to community
colleges, H.S. guidance counselors do NOT
discourage those w/ low grades from pursuing a
college degree.
  • Should guidance counselors be blamed for students
    not realizing how much high school achievement
    affects achievement in college? Why or why not?

2
Resnick p. 351
  • Aptitude (talents) and excellence
  • vs.
  • effort (how hard we try) and equity
  • Reason students dont put forth effort in order
    to create ability? Lack of the following
  • clear expectations (publicize contents of tests)
  • fair evaluations (standardized tests)
  • community recognition of school success
  • time (summer school, afternoons, weekend, 4-h,
    early on
  • expert instruction (best teachers go to best
    students)

3
Purpose
  • Identify factors contributing to educational
    inequality
  • Evaluate how schools can overcome inequality
  • Evaluate effective schools by analyzing video
    clips

4
Explanations of Educational Inequality
  • 1. Factors outside school - family, community,
    culture of group (cultural deprivation theory -
    Head Start), peer group, individual student
  • 2. Factors within school - teachers and teaching
    methods, curriculum, ability grouping and
    curriculum tracking, school climate, teacher
    expectations, funding and available resources
    (e.g., technology)

5
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6
Why do some schools outperform others with same
of low SES students?
7
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8
Characteristics of effective schools
  • Climate of high expectations
  • strong effective leadership by principal
  • accountability processes for students teachers
  • monitoring of student learning
  • high degree of instructional time on task
  • flexibility for teachers and administrators to
    experiment and adapt to new situations and
    problems

9
Characteristics of Excellent Teacher Behaviors
  • Provide safe and orderly classroom
  • structure lesson to let students know what is
    expected - provide feedback w/ deserved praise
    use of student ideas
  • pace instruction rapidly using questions
    requiring students to evaluate and analyze
  • communicate high expectations for all
  • good verbal communication skills
  • intimate knowledge of subject matter

10
  • knows the subject matter and a variety of ways to
    teach it to ensure student learning
  • is able to explain why he or she uses a
    particular strategy based on research and best
    practice
  • reflects on practice and changes what does not
    work

11
  • Repertoire of teaching skills
  • Understands psychology of learning
  • Vygotsky - Scaffolding - Zone of proximal
    development (p. 197)
  • Involve families
  • Write grants and secure resources to provide for
    a diversified and motivating curriculum
  • enjoys students

12
  • While SES biggest factor,
  • Unusually effective schools can many times
    overcome SES
  • Quality of schools most often makes difference
    for middle class kids (largest of U.S.
    students)
  • Can you recognize good schools?

13
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14
1. Draw chart in your notes.2. Each video will
illustrate a school3. Place number of video in
appropriate place in chart
High Test Scores
Low Low SES
High Low SES
(i.e., advantaged)
(i.e, disadvantaged)
Low Test Scores
15
12 Video clips
  • Video tape w/ yearbook video etc.
  • cooperative learning groups for propaganda civics
    lesson, O.M., Kids pm homeroom clip, yearbook
    video, osram
  • Allyn and Bacon CD Rom video clips 12.01 and
    12.02. 13.02 and 13.03. 16.01 and 16.02 or Ed
    psych K, I, H, G, L, O

16
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23
Level Middle SchoolYear 1998-1999
  • Percent
  • Low
  • Income Mathematics Reading
  • DALLAS 13 1350 1360
  • PITTSTON AREA 44.5 1270 1290
  • WYOMING VALLEY 33.6 1250 1310
  • WEST
  • WELLSBORO AREA 30 1300 1340

24
Level Middle School, 1998-1999Randomly picked -
30 low SES in PA
  • Percent
  • Low
  • Income Mathematics Reading
  • BRISTOL 31.4 1230 1270
  • BENSALEM 27.3 1250 1290
  • BRISTOL TOWNSHIP 27 1220 1280
  • WELLSBORO AREA 30 1300 1340
  • WYOMING VALLEY 33.6 1250 1310
  • WEST
  • SHANKSVILLE 31.7 1270 1340

25
Provide Leadership outside schools
  • NYTIMES 11/7/00 - Challenging Homework Stumps
    Parents, Too
  • Below, NYC Cop helps children w/ homework

26
  • "Homework has a large impact on student
    achievement," said Diane Ravitch, the education
    historian. "The effects of doing homework
    regularly can wipe out socioeconomic
    disadvantages if it is relevant to classwork and
    marked promptly by the teacher."
  • Across the city, parents who learned mathematics
    long ago, or who are uneducated, or do not speak
    English, or cannot be home with their children at
    homework time are scrambling to find resources to
    help their children with assignments. Some, like
    Ms. Vanible, are enrolling their children in
    college tutoring programs or hiring tutors, while
    others are relying on after-school programs in
    churches and community centers, according to
    parents, teachers and social service providers.

27
  • Efforts are under way to increase parent
    involvement in schools, and homework is seen as a
    good way to do so. Social service providers are
    holding literacy classes, and the city teachers'
    union is giving workshops that show parents how
    to help their children with their homework. The
    union also has a homework telephone line, where
    teachers answer parents' and students' questions
    in several languages, including Spanish, Haitian
    Creole and Chinese, four nights a week. And some
    Web sites offer homework help.

28
  • But the assistance is far from comprehensive and
    often assumes that parents have access to
    computers and that they are already involved in
    their children's schools.

29
http//www.paprofiles.org/
  • Video progression
  • Show each clip - let students discuss then mark
    graph after each clip
  • Tell class all odd clips came from my former
    school which outperforms many schools w/ same
    low SES
  • Show each clip again - discuss why Wellsboro
    outperformed others
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