Testing Stereotype Threat

Osbourne, Jason. (2001). Testing Stereotype Threat: Does Anxiety Explain Race and Sex Differences in Achievement? Contemporary Education Psychology, 26. 291-310.

Osbourne’s goal of his study was to examine whether anxiety will explain racial differences in academic performance and gender differences in math performance. His research is based on the Steele’s research or lack there of. Steele’s (1992, 1997) stereotype-threat theory attempts to explain underperformance of minority students and women in mathematics. Steele argues that internalization of negative group stereotypes in testing situations increases the anxiety that students experience and that these anxiety levels explain performance differences. Osbourne’s study confirms that stereotype threat is a viable theory.

I can really relate to the argument presented in this article because anxiety plays out everyday in my classroom. I believe that my students have internalized all of the negative stereotypes that come along with living in Kalihi and attending Farrington High School. Many people expect them to fail so they have internalized these negative stereotypes. It is not so much race or gender, but community association. It is my responsibility to address this failure/negative mentality. I have to motivate students who have done poorly in math. This is the biggest challenge that I face. Anxiety can be conquered through investment and confidence through achievement.

Gender Equity: Still Knocking at the Classroom Door

David Sadker

Educational Leadership, Vol 56 April 1999

The article address the underlying gender inequality that occurs in the classroom. The author asks vital questions. Is gender equity still a problem? Is it more "political correctness" than educational effectiveness? The article shines light on the fact the classroom maybe full of gender biases from a male and female standpoint. In addition, Sadker acknowledges that most teachers do not have an understanding or clear picture of what gender inequality looks like in the classroom.

I thought the article was very intriguing. I strongly agree with the claim that Sadker makes about the false sense of gender equality. Yes women have come along way, but we still face an up hill battle with gender inequality. Until women are offered high level positions, make the same amount of money as men, and truly treated equality we still have a battle. It has prompted me to look in my own classroom for unintentional gender biases. After reading the article I was able to reflect on my own teaching strategies and pinpoint where I could be unfair to my students based on their gender. It is important to reflect to make sure to make an effort to be as fair as possible whether it be based on race, class, or gender.

Are High-Quality Schools Enough to Close the Achievement Gap?

Will Dobbie and Roland G. Fryer, Jr.. (2009.) Are High-Quality Schools Enough to Close the Achievement Gap? Evidence from a Bold Social Experiment in Harlem.

The article examines the Harlem Children's Zone (HCZ). HCZ is a social experiment to close achievement gap between low-income/minority students and their rich/White counterparts. The articles analyze the results of a study that focuses on charter schools looking at two identification strategies: school lottery and home addresses of students. Looking at both identification strategies, the results were the same. The charter schools involved were able to reverse the achievement gap in math and reduce it in English. The question now is how can these results be replicated in public schools? The results of this project confirm that all children are capable of achieving at high levels given the right circumstances. The most important to include from the study is high-quality schools or high-quality schools coupled with community investments generate the achievement gains.

This article was breath of fresh air. I thought this article was great because it show the power of human will and aspiration. It is also important to note that human will is not the only contributing factor to the success of Harlem Children’s Zone. Money, money, and more money also play a major role in the success of the program. The key point that I took away from the article is the power of community. It is important to not only look at community in the aspect of outside of the school. In order for our society to overcome this achievement gap it is important to build a strong community within the school walls. No matter race, religion, gender, or class we want our students to achieve.

The Rhetoric and Reality of NCLB

Gay, Geneva. (2007.) The rhetoric and reality of NCLB. Race Ethnicity and Education, 10(3) 279-293.

Gay gives a critical eye to the No Child Left Behind (NCLB) policy. The purpose of NCLB is to increase the accountability educators by requiring states to set clear timelines for improving student achievement with attention being given to low-income and minority students. The disparity between these two groups of students is known as the achievement gap. The author is very critical and asks the tough questions in relationship to the purpose and state of NCLB, such as: Is NCLB more rhetoric than reality, fiction than fact, reproduction than transformation, form than substance? The article analyzes the following principles as it relates to NCLB: educational significance, teacher quality, the choice for all students to attend a high achieving school, and dealing with diversity.

I agree with the author that the concept of NCLB sounds pretty good. The reality of the situation is sounding good is not good enough. Low-income and minority students are still performing well below their rich and White counterparts. There are many pitfalls to NCLB. The next question has to go beyond determining that there is a problem in our education system. The creators of NCLB, educators, parents, students, and the community all need to come together to make a change. It is not only the responsibility for the policy makers to make a change everyone must look for a solution. I get tired of the critical and negative opponents of NCLB. I ask myself how many of the opponents of NCLB come up with another solution or viewpoint. It is time to stop complaining and take action.

Thinking In, Around, and About the Curriculum: The Role of Cognative Education

Haywood, H. Carl. "Thinking In, Around, and About The Curriculum: The Role of Cognitive Education." Vanderbilt University, Nashville, TN, USA

The article takes a critical look at the current state of education reform. Haywood points out that although most individuals agree that education reform is needed, there is little agreement on the nature of the problems or the solution. Therefore it is easy to put focus and or blame on curriculum. While Haywood agrees there is an urgent need for change in the educational system he focuses his ideas from a transactional perspective. The transactional perspective relies on three principal components of ability: intelligence, cognitive processes, and motivation. Haywood states that, intelligence, cognitive processes, and motivation are three principle components and should not be regarded as three separate components of education, because they all impact one another depending on prior interactions. I agree with Haywood because as a teacher I do not teach to create robots, I teach to create life-long independent learners. I think that cognitive education/learning should be push heavily in school. The problem that arises is what does cognitive education look like? I must be honest with the fact that I do not consistently push cognitive thinking. I think this is the case is because as school we get so caught up on standards and standardized tests. The reality is if we pushed students to be independent learners the test scores would fall right into place.

Culturally Responsive Instruction

Culturally Responsive Instruction

Jones, Shelley.

The article takes a critical look at the No Child left Behind Act (NCLB). NCLB increases the accountability that a school has by requiring states to set clear timelines for improving student achievement with attention being given to low-income and minority students. The disparity between these two groups of students is known as the achievement gap. Although the achievement gap is identified there are contributing factors that stop the gap from closing or widening. The article addresses the significance of incorporating students’ cultural background in the classroom that sometimes NCLB fails to address. In reference to the results of NCLB it is evident there is a cultural and racial disconnect between students and their educators. To combat the low academic levels of low-income and minority students, culturally responsive, standards-based instruction (CRSBI) has been introduce. CRSBI is a teaching style that validates and incorporates students’ cultural background, ethnic history, and current societal issues into standard-based lessons. CRSBI is comprised of five components: caring, communication, curriculum, instruction, and a focus on California content standards.

This article is very aligned to the beliefs that I have about NCLB and the achievement of low-income and minority students. I honestly believe in NCLB in the aspect that it addresses that low-income and minority students are not being granted the same opportunities as their rich and White counterparts. The problem that I have, what is being done to address the issue. As the article suggests, I know it is vital to incorporate CRSBI in our classrooms. The article provides a detailed outline of the components of CRSBI. It is important to note that all of the components of CRSBI are important; one component really hit home for me as former student and now as an educator. Caring is extremely vital in education. Although in the “teaching” profession it is assumed that all teachers care, unfortunately this is not the case. It is very important for me to let my students that I care about their future successes. Caring along with the other components of CRSBI will go along way.

A Self-Determination Approach to Understanding Students' Motivation in Project Work

The presence of project-based learning in the classroom has escalated in Singapore. Increased education standards and improved critical thinking and problem solving skills inside and outside of the classroom were at the forefront of this movement. The article takes a critical look at student motivation in relationship to project-based learning in Singapore. A study was conducted to measure motivation using the self-determination theory (SDT). The SDT focuses on four types of behavioral regulations with different degrees of self-determined motivation- external, introjected, identified, and intrinsic. These four behavioral regulations can be viewed as a continuum ranging from highly external to highly internal. In addition to these four behavioral regulations, a state of amotivation exists where the person has no intention to act. The study concludes that students' motivational regulations and their perceived needs satisfaction at the start of project-based learning are related to their experience of and learning in projects. Hence, the students in the “high self-determined/low controlled” group reported highest needs satisfaction, while the “low self-determined/high controlled” group reported lowest needs satisfaction. This article was very interesting because it looks at the psychological aspect of project learning. It is important to look at both sides of student achievement academically and psychologically. I had to take a step back to analyze how in a social setting how some students are more motivated than others due to various reasons. The results of the study were not surprising to me.

The Negotiated Project Approach: Project-Based Learning Without Leaving the Standards Behind

The Negotiated Project Approach: Project-Based Learning Without Leaving the Standards Behind.

Sascha Mitchell, Teresa S. Foulger, Keith Wetzel, Chris Rathkey

There has been recent research and debate on project-based learning and whether or it not it aligns with standards and provides students with the necessary tools to succeed inside and outside of the classroom. The article addresses the application of project-based learning in a real-life classroom environment. The article supports a study that iinvestigates a teacher’s strategies for integrating the district’s standards into project topics, investigative activities, and final presentations. The study also investigates the students’ role in project based learning, taking a deeper look at project planning and independent critical thinking. The article reveals the successes and pitfalls that project-based learning has to offer. The teacher/study participant engaged in the Negotiated Project Approach to project-based learning in her classroom. Within the Negotiated Project Approach teachers integrates the standards into the students’ interest rather than vice verse. This approach was very successful, providing students with a solid ability to plan and sense of accomplishment.

I thought this article was very intriguing and helpful. As a new teacher it is hard to visualize how different styles of teaching works. The article did a great job of outlining the vital aspects of project-based learning. The study also addresses the common pitfalls that some teachers may face. I teach math and would love to incorporate project-based learning into my classroom. According to the article the lack of clarity regarding how to plan for projects, to guide children’s inquiries and investigations, and to assess learning has proven to be a major obstacle in adopting the project-based learning (Clark 2006). This the greatest concern that I currently have. As a person who would classify oneself as a person who learns better from an indirect approach, I would love to offer my students a diverse outlet for learning.

ABLEISM

Hehir, Thomas. Improving Instruction for Students with Learning Needs: Confronting Ableism Educational Leadership. Feb 2007. Volume 64, No. 5, pg 8-14.

The article discusses the results of negative stereotypes and ignorant attitudes toward individuals with disabilities on their ability to succeed in the academic and social settings. The author introduces to the reader the idea of ableism and its impact on students with disabilities. Ableism can be defined as negative cultural attitudes toward disability can undermine opportunities for all students to participate fully in school and society. The article draws attention to the disparity in the severity of disabilities, he outlines various groups of learners and the effect that ableism has had on them. The article supports research that was conducted to demonstrate the social and academic learning environments that maximizes the learning opportunities of students with disabilities. The research has shown that ableist perspectives are harming students with disabilities. Because of ableism, students with disabilities are taught to view their disabilities in a negative light.

As a new teacher who teaches five students with diverse learning and behavioral disabilities the article was very informative. The author was able to provide a snap shot of the different type of disabilities and the needs of students. The article focuses on the flaws of the in education system. It hit home for me because I am now apart of the flawed education system. I agree with the author in the aspect that ableism is alive and kicking in our society. The author focused heavily on the negative attitudes that individuals have towards students with disabilities. One thing that he failed to address is taking into consideration the lack of knowledge that people have addressing the needs of students with learning disabilities. I do not think I am an ableist, on the other hand I do not think I have the proper knowledge or experience to make the best decisions needed for students and their needs. The author made it seem that everything was negative attitudes and stereotypes, that is not the case in many instances I believe.

Setting Goals and Objectives

Moore, Kenneth D. Chapter 3: Setting Goals and Objectives. Effective Instructional Strategies. Sage: Los Angeles, 2009. Pages 60-91

This chapter outlines the importance of setting goals and objectives for teaching and being able to appropriately apply and develop the two concepts. The chapter addresses student expectations and standards and the establishment of goals and objectives. An educational goal can be somewhat vague and abstract. The goal serves as the idea behind informational and instructional objectives. An objective is a statement about what students should be able to do after instruction. The chapter recommends that instructional objectives be made up of four elements: spell our the terminal behavior or performance, specify the product, describe the conditions, and state the criteria. Informational objectives are shortened instructional objectives. I agree with the concepts that Moore has outlined in Chapter 3. I think it is important to distinguish between a goal and an objective. Being a member of Teacher For America has helped with applying these concepts. For example, I have from 2 to 8 goals for each learning objective. This allows my objectives to be aligned with standards and assess for mastery.

Generation Status

Generation Status, Social Capital, and the Routes

Out of High School

Michael J. White and Jennifer E. Glick

This study investigates immigrant-native differences in education and employment activities during late adolescence. The study asks if the same human and social capital characteristics employed as explanations for nativity differences in achievement are predictive of high school participation versus other activities such as labor force participation within a group of adolescents. The study found, despite their lower levels of human capital and lower previous academic performance, recent immigrants who arrive in the United States as adolescents are more likely than those who arrive earlier or those born in the United States to persevere in high school. Access to familial social capital and attitudinal measures help explain some of this effect. As for those who do leave school early, socioeconomic status and language background play a role in the future decisions they make. The most intriguing concept that I found in the study was, while recent immigrants are more likely to finish in high school, once they leave they are no more likely to pursue additional education than their U.S. born counterparts. I loved how this article thinks past the typical “immigration as a burden” and analyzes the progress of immigrant children or the children of immigrants. This study asks if immigrant youth are more or less likely than those born in the United States to participate in ‘‘human capital enhancing activities’’ such as high school or other types of training as opposed to leaving school early and entering the labor force directly? This article challenged me to look beyond immigration and look at the social and human capital that people outside country can bring to America.