Hello Class UEGE 5102,
Please post your Critical Reflection and Reaction Projects here.
Be sure to follow the instructions in the syllabus and also post your name to the posting AND and citations or references you used...this will be a helpful experience so people can share learning rather than it being isolated between teacher and student. So let's share the wealth as we start posting the assignments!
Please note that you have to email and post your assignment to by the deadline 2/6/08 11pm
However, you may also submit early of course!
The system will automatically time stamps your email and blog postings so there is no guesswork about when you submit your work. What a relief for all of us.
I hope you are looking forward to the opportunity to share ideas and perspectives more fully this semester.
Post your work in the REPLY box right below my post here....
Dr King
This published teacher resource is available for educators, teacher educators, and students around the globe to benefit from our collaborative work. We post some of our assignments in order to facilitate research, dialogue and understanding! © King, Barnabo Cachola, Beauford, Berman, Bowman, Buerkle, Carew, Cocchiaro, Connell, Cook, Cortez, Costantino, Daniels, Dononfrio, Hollwitz, Jeraci, Kanarek, Kaufman, Ljutic, Marrero, Montgomery, Morgenstern, Moritz, Mundy, Peluso, Pitt, & Warga, 2008.
Student Created New Media for Foundations in Education
Student Presentations Spring 2008
- B Barber-by-Benedetta Barnabo Cachola
- Baldwin-by-Morgenstern.pdf
- BF-Skinner-Pres-by Julie Moritz
- Blogging and Educational Applicationsby-Dr-King
- Booker-T-Washington-by-L-Kanarak
- Brown v Board of Ed-by-Melissa-Merrero
- Bruer-Education and the Brain -by -Jackie-Peluso
- Childhood and Parenting in Children’s Popular Culture-Jen Pitt
- Cornel West-by-Lauren-Mundy
- D.Ravitch-by-caryn-berman.pdf
- Dubois-by S-Connell
- Elizabeth Cady Stanton by Ashley Donofrio
- Freire and Macedo by Eric Jeraci
- Giroux on Paulo Freire presented by John Cortez
- Hilda Taba- Function of the School
- Horace Mann-The Common Schools-Aly Cocchiaro
- Illich_presentation-Katie-Carew
- John Dewey-Educationand Social change-Jen Dainels presentation
- Jonathan Kozol: Amazing Grace by M. Costantino
- Jonathan Kozol: Savage Inequalities by D. Beauford
- Maxine Greene on Pluralism by Kim Warga
- The Paideia Proposal presented by-Kathy Hollwitz
- William Heard Kilpatrick Presentation-by L Buerkle
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Lori Kanarek 2/2/08
UEGE 5102
Critical Reflection and Reaction Project #1-
Standardized Testing
In recent years, schools have begun to rely more and more on standardized testing as the most important measure in determining whether or not a school is meeting expectations (Kohn, 2000). Judging the success or failure of teachers, as well as students, has been related to the scores of these tests. These tests have also been used to determine if children have learning disabilities, and to decide if a child should be promoted to the next grade (Kohn, 2000). No single test should be used in order to make the most important decisions in a child’s educational development.
Don’t get me wrong, I don’t think that standardized tests need to be eliminated all together, but I do think that additional factors should be considered when determining student and teacher progress. Not all students test well for various reasons so assessments should be based on classroom work, grades, teacher evaluations, and other performance measures. Schools should be evaluated on their progress on standardized tests as well as their graduation rate, which is a huge indicator of a successful school. When teachers are pressured to perform well on these tests, their curriculum loses all creativity and there is less time for them to “think outside the box” when it comes to their lesson plans and to explore other areas of interest. In my personal opinion, I think lack of creativity in the classroom would affect children’s interest in learning resulting in poorer test results.
Like I said in the last paragraph, I think that by districts putting so much pressure on test scores, the students are the ones whose education suffers. Forcing teachers and students to build their lesson plans around testing narrows the curriculum, and forces them to concentrate on memorizing facts rather than developing true understanding (Fairtest, 2007). “Teaching to the test” results in a less challenging curriculum that prevents students from exploring, reading, thinking and ultimately progressing in school (Fairtest, 2007). Students get the most out of education when they are involved in the process, but unfortunately this type of atmosphere doesn’t encourage active learning.
Another factor that should be considered regarding standardized testing is that it doesn’t take into account important differences in school funding, and parent and community support (Kohn, 2000). Is it fair that certain students from more affluent communities can hire private tutors to help them prepare for these tests, while students in underprivileged areas have to prepare the best they can on their own? Students with private tutors have a huge advantage over other kids, and are more likely to perform better on these tests. Teachers in wealthier communities shouldn’t take all the credit for their student’s test results considering they alone are not solely responsible for the scores. This is a perfect example of why you would never know how successful a teacher truly is if your only indicator was the standardized test scores.
Bibliography
Fairtest (2007, August 20.) How Standardized Testing Damages Education. Retrieved
Feb. 2, 2008 from www.fairtest.org/facts/howharm.htm
Kohn, Alfie (2000). Standardized Testing and its Victims. Education Week. Retrieved
Feb. 2, 2008 from www.alfiekohn.org/teaching/edweek/staiv.htm
Lauren Buerkle
Inclusion Classrooms
Ever since I was little I have always been exposed to children with special needs. My mother is a service coordinator, and she provides many of these children with the services and programs they need to succeed both in their everyday lives but also in the classroom. When I was little, many children my age didn’t understand what it meant to be mentally disabled, so they felt uncomfortable around these children and would sometimes be mean to them. I used to go with my mom to meet her clients and visit them in the hospital, so I never felt uncomfortable around children with special needs. I have always grown up knowing that these children are no different from me, except that their brains work a little differently than mine does. This past summer I began working at Casey’s Place which is a respite home for children with special needs in Syracuse, NY. Casey’s Place provides children with an opportunity to be themselves and learn with children just like them. After working there over the summer, I know that I would like to continue working with these children in the future. I’m glad that my mother exposed me to these children when I was very little, because it has become something that I’m passionate about. Not only have I worked with children with special needs throughout my life, but I have chosen special education as my career choice.
Special needs children are considered as having a disability. As defined by the textbook, a disability is “a long-standing physical, mental, or emotional condition that can make it difficult for a person to perform activities such as walking, climbing stairs, dressing, bathing, learning, or remembering” (Dupuis, 65). This presents obvious difficulties for learning in school. Many educators pre-judge these students before seeing their capabilities, and they stigmatize these students throughout their educational careers. For many years, students with disabilities have been excluded from the general public, being forced to learn in separate institutions. Even if these students are allowed to learn in the same institution as their “typical peers,” many of the classrooms are not equipped for students with disabilities. For example, many blackboards are too high for children in wheelchairs or their desks don’t accommodate wheelchairs.
Lately, there has been a movement toward including children with special needs into “regular” classrooms. Inclusion is “the integration of all students, regardless of their background or abilities, in all aspects of the educational process” (Dupuis, 66). This requires the collaboration among parents of these students, their teachers, and also their appropriate specialists. This team of educators then prepares an individualized education plan for the student that’s aimed at helping them succeed in school. One of the main goals of inclusion is to provide students with disabilities the same types of opportunities as those of their “typical” peers.
In an article in the Times-Picayune, the author Mark Waller discusses inclusion in a few of the school in New Orleans. Many of these schools have been at the bottom of the barrel when it comes to programs to help students with disabilities. In the past many schools have excluded these students. Educators who support inclusion believe that it “teaches special-needs children how to relate in society and keep up academically with their peers, while students without disabilities learn to respect people who are different from them” (Waller). Critics of inclusion say that there is “less teaching and more chaos, with special-needs students not getting enough attention and, in turn, distracting others” (Waller). The key component to inclusion is having students get extra help from special education teachers and also teachers assistants who will monitor the students’ progress.
Mark Waller gives examples of a few children with special needs and their experiences in school. He talks of Dario and Patrick. Dario was very successful with the inclusion process, but Patrick did not do as well. It would seem, after reading each student’s story, that Patrick needed more specialized attention that sometimes his inclusion class could not offer him. Dario, on the other hand did very well in his inclusion classroom, and was very successful.
While I support the idea of inclusion I think that it must be tailored to fit the needs of the student, and that there is not one approach that will be successful for all students. Some students do better with more one-on-one attention, while others don’t need it as much. Also, many students respond differently to different methods of teaching and learning. In the case of Patrick, he thrived on stage. When he was on stage he was focus and excited to learn. But, he was only given the opportunity to perform once a year. I think that Patrick would have done a lot better if he was given more opportunities to learn by his teacher. I think that it’s very important, especially in an inclusion classroom, for students to be made to feel important and unique. I agree with William Kilpatrick when he says that it’s the teacher’s job to gauge a child’s interests and then guide the student in ways that he or she can use those interests to learn. I think that this idea should be integrated into inclusion classrooms. No student likes to learn material that’s not interesting to them. It’s especially hard for students with special needs to learn boring material. Many of these students thrive when given something they enjoy or are interested in. While I think that inclusion is necessary for students with special-needs, I think that more can, and should, be done to make sure that all children are successful in the classroom.
Inequalities in the American Public School System
Inequalities, whether social, economical, educational or of other types always offended me. I have been blessed in my life. I was given many opportunities to study, learn, and never have to worry whether I was going to eat, or have new clothes, or if my parents could afford our home, etc. I had such a blessed childhood in so many ways, and I never understood, not even as a child, why some other kid should be denied this. I think for this reason the state of the public school system is such a dear topic. Why children should be given different possibilities to learn based only on their district, or based on where their parents can afford to live. Children should not be penalized for the “faults” of the adults (if one can call poverty, or lack of possibilities a fault, but that is another hot topic) if we are all created equal (both in front of the state, and in front of God), why are not we given equal opportunities? As Karns and Parker (2007) say in their article, “the great educational enterprise of our time--…-- is achieving educational success with disadvantaged students” (Karns, Parker, 2007, p.12), or at least this should be the case.
Jonathan Kozol, in the Savage Inequalities: Children in America’s Schools, reports his conclusions after traveling around the United States, visiting schools in various districts. Emblematic to me is his experience in one of Cincinnati’s poorest neighborhoods, Lower Price Hill (ironic isn’t it?). This neighborhood sits at the bottom of the hill; “the middle of the hill is occupied by working families that are somewhat better off. At the top of the hill there is a luxury development […]” (Kozol, 2001, p. 368). The economic and social classes of these neighborhoods are reflected by the local geography. We have gotten to the point where we take for granted these differences. We have come to expect that schools in, poor, or less affluent areas are at a disadvantage. These schools have a poor teacher to student ratio, less equipments, textbooks, etc. We are failing the children of the poor; and it does not seem to phase us anymore, it is the way of life. Examples such as those given by Kozol in his piece, in which teachers have classes of 35-40 students has become too often the norm in urban environments. The same does not happen in suburban public schools, nor the parents would ever allow it. So why is it OK for this to go on in urban, poor schools?
“All students should expect a safe and productive educational experience aboard the best possible vessels with competent and caring people at the helm” (Karns and Parker, 2007, p. 13); or at least it should be the case. Children who live in what we call bad neighborhoods are already at a disadvantage because very often their home life is far from being idyllic; they have to overcome so many strikes against them just to attend schools, and get an education. So schools should be a safe haven for them, a place where they can achieve their full potential, where they are free to learn and dream. Instead, they are often faced with understaffed schools, with teachers that at times have lost the will to fight for them, and the schools themselves at times are decaying and with poor equipment.
Politicians have tried to come up with various solutions to this issue. Bush for example, in his compassionate-conservative agenda, set up the No Child Left Behind Act. “But the overlooked flaw at the center of NCLB is that it does little to address the key source of inequality in public schools: the separation of rich and poor The crucial ingredients for a good education—high-quality teachers, adequate funding, a safe and disciplined environment, high standards, active parental involvement, motivated peers—correlate directly with the socioeconomic status of the students. But NCLB, like most public-education reform, is an exercise in trying to make the notion of "separate but equal" work.” (http://www.equaleducation.org/commentary.asp?opedid=538).
Bill Clinton beforehand had his own education plan, which did not pass the Republican controlled congress. Now we are waiting for a new president to be elected and see what kind of reform he/she will bring to the U.S. education system. There is no easy and simple solution to this problem. Many have tried and failed. No solution will be found, or at least no improvement, until all political sides realize the problem at the core and work together for the benefit of all children, in spite of the possible costs. Too often, states, school districts etc, have fought back plans just because it was removing power/independence from their hands, without recognizing that the issue is not who should get the recognition for coming up with the best plan, nor who has the power to make the decisions, or whether or not the federal government is too involved or not enough. I think that as long as our children benefit from a better and more equal public school children, as long as all children are offered the same opportunities (even if it means more time, more effort and more money) it should not matter who gets the merit.
References
Kahlenberg, R.D., (2004, May 3)/ School of Hard Knocks, The Century Foundations,
From www: http://www.equaleducation.org/commentary.asp?opedid=538
Karns, M. S., Parker, D., (2007, January/February). Fair Play. Accepting responsibility
for student results. Leadership, 12-36.
Kozol, J., (2001. Savage Inequalities: Children in America’s Schools. In F. Schultz (ed.), Notable Selections in education (pp. 362-370). Guilford, CT, McGraw-Hill/Duschkin.
Michelle Costantino
UEGE 5102
Topic: Social Promotion
Social promotion is the practice of “advancing a student to the next grade level when she or he has not mastered all of the content for the previous grade” (Frey, 2005, p. 340). Social promotion has been a hot topic in today’s education system. Teachers, parents and administrators have fought for and against this policy for years.
Social promotion is supported for several reasons. One, it allows students to stay with their peers. Students need to stay with their age cohort because they need to develop with those of the same age. If students get left back, their self-esteem will be harmed. They are more likely to be bullied, have fewer friends, and be teased. Teachers and administrators do not want students to feel incompetent or unconfident. Second, social promotion leads to a fewer number of dropouts each year. It has been proven that high retention rates lead to more school dropouts each year. Researchers have calculated that “middle school students were 11 times more likely to drop out of school if they had been retained” (Holmes, 2006, p. 58). A student experiencing one grade retention can increase the rate of him/her dropping out by 40 to 50 percent, and two grade retentions can increase their risk by 90 percent (Holmes, 2006, p. 58). If students are promoted rather than being left back, they will be less likely to drop out.
Social promotion is also frowned upon for many reasons. For instance, if students advance in grades and continue to be low-achieving, they will have low self-esteem and feel like constant failures. Students that are socially promoted will be the least competent in all of their classes. This can cause students to turn to drugs, sex, and alcohol. They will be unmotivated and unwilling to complete their schoolwork. Also, if students know that they will be promoted to the next grade, regardless of test scores and schoolwork, they will not work hard. This gives them a misleading impression of the real world. Students need to work hard in life to get the results they want. By socially promoting students to undeserving grades, schools are rewarding students for misbehavior and laziness. Finally, social promotion hurts teachers and their classrooms. Teachers become frustrated when they must teach under-prepared students. This affects other students in the classroom because that one student, who does not understand the material, takes up more of the teacher’s time and holds other students back from learning more.
In my opinion, social promotion is a horrible practice. I do not think it is a good idea to promote a student to the next grade level if he/she is not ready. Each grade of a student’s education is essential to his/her development, and each child should be able to pass each grade. If they do not, they should repeat it. If students keep getting promoted to grade levels they are not ready for, they are constantly going to fail, and will feel incapable of doing schoolwork. This will lead to them either dropping out or giving up all together. It is also not fair to teachers who must work even harder to teach a student who is lacking basic skills from previous years. Social promotion is “pushing off” a student’s weakness rather than doing something about it. If a student cannot pass 3rd grade math, this should not be reason to send him/her to the 4th grade. The student should receive one-on-one instruction or attend math extra help. The student should not be allowed to go to the 4th grade because math will just be more difficult for him/her. If the student has no foundation of math skills, how can he/she study more advanced mathematics? It seems illogical.
At my field experience, our students undergo grade retention when necessary, and from my experience, it is very effective. I have worked in the same kindergarten class for the past two years. One child that I work with, Arlen is repeating kindergarten this year. Last year, Arlen could not identify any of the 26 letters of the alphabet, could barely write words, and could not retain any information. He was one of the lowest achieving students in his age group. This year, Arlen has progressed so much that he is the highest achieving student in his class. He can write full sentences, identify all 26 letters of the alphabet and can identify letter sounds. Grade retention was the best option for him because it took him longer to learn kindergarten material than his peers. Even though he is not with his age group, he feels comfortable with his new class. Arlen’s situation makes me against social promotion. Some students need to repeat grades in order to be successful. If Arlen was promoted to the first grade last year, he would not have been able to handle it. Now that he has received the necessary skills in his second year of kindergarten, he will not only be successful, but he will have the utmost confidence that he can complete the year.
References
Frey, N. (2005). Retention, social promotion, and academic redshirting: what do we know and need to know?. Remedial and Special Education, 26, 332-346.
Holmes, T. (2006). Low test scores plus high retention rates equals more dropouts. Kappa Delta Pi Record, Winter 2006, 56-58.
Hot Topic: Social Promotion
Social Promotion occurs when a student is allowed to graduate to the next grade, without having completed the necessary work or getting the required passing grade. This promotion would occur after more than one year spent in the same grade. There are four types of social promotion: promotion based on group performance, promotion based on academic achievement, promotion based on group progress while considering achievement, and promotion based on academia with a minor look at group progress (Dean, 1960, p 88-89). The use of social promotion happens everywhere in America, regardless of population or location (Dean, 1960, p 89).
By socially promoting students, it sends a message that they do not need to work hard because eventually they will just get passed up anyway. They can misbehave and not pay attention yet still move on to the next grade. Socially promoting students puts a strain on the new teachers as well as the student. There are eighth graders with a third grade reading level because they were passed up so they would not be sixteen and in sixth grade. John Mohl says that nobody can expect a student with elementary math skills to perform proficiently on an eighth grade standardized math exam (Johnson et al, 2008, p 89).
Jennifer Slifer has a different approach. She says that we should change our system of grouping students by age to grouping by ability (Johnson et al, 2008, p 89). This would prevent self esteem problems if age was no longer a factor in keeping up with other students. Slifer also suggested making individual plans for those students who are socially promoted (Johnson et al, 2008, p 89). This individual plan would put strain on teachers, just like passing the student up a grade. If schools hold students in a grade and they are taught the same way the year afterwards, their chances of continued learning do not seem very strong. A literature review for the National Research Council says that holding back students another year will not give the expected educational benefits (Lorence et al, 2002, p 14).
A study using the TAAS scores in Texas found that the students who were retained ended up surpassing those who were socially promoted (Lorence et al, 2002, p 29). Other studies may prove differently. There are many suggestions of how to solve the age gap and education. Social promotion or retention, two opposites that if put into the right situation might be a starting point for a better education. Regardless of where a teacher chooses to place a student, there will be pros and cons.
Reference
Dean, S. E. (1960). Pass or fail? A study of promotion policy. The Elementary School Journal, 61(2), 86-90. Retrieved February 4, 2008, from JSTOR database: http://links.jstor.org/sici? sici=00135984%28196011%2961%3A2 %3C86%3APOFASO%3E2.0.CO%3B2-I
Johnson, J., Musial, D., Hall, G., Gollnick, D., & Dupuis, V. (2008). Foundations of american education (14th ed.). Pearson. (Original work published 1969)
Lorence, J., Dworkin, A., Toenjes, L., & Hill, A. (2002). Grade retention and social promotion in
Texas 1994-99: An assessment of academic achievement among elementary school students.
Brookings papers on education policy, 13-67. Retrieved February 4, 2008, from Project Muse
database: http://muse.jhu.edu/journals/brookings_papers_on_education_policy/v2002/
2002.1lorence.pdf
Lisa Kaufman
Critical Reflection and Reaction Topic: Technology Knowledge Gap in Education
A few centuries ago, no one would have dreamed that one day, students would be using lap-tops in place of their notebooks, nor would anyone imagine that teachers would be able to give presentations via the web. This day and age, technology provides great opportunities to enhance education. The problem is, there is a large knowledge gap when it comes to even the basics of technology. As a result, it is a growing challenge to integrate technology into the school systems. Scott Mclead, a founding director of the Center for Advanced Study of Technology Leadership in Education, describes the issue at hand, "’The people who are in charge of facilitating schools’ transition to the digital global economy—superintendents and principals—are typically the least knowledgeable about the digital global economy. It’s scary.’" (Davis, 2008, 15-17) I think it is critical that leaders in education begin to be properly trained in technology in order to move forward.
It is unfathomable how many successful professionals and leaders in every field are unknowledgeable when it comes to technology. In today’s generation kids are using the computers and playing on the internet as early as kindergarten! In fact, children probably know more about some areas of technology better than some of the Top CEO’s and distinguished Superintendents. Today’s technology scares a lot of older generations, as a result, they shy away from the web and stick to using the chalk and a blackboard Chip Kimball, a former chief technology officer in a Washington State School District, is now Superintendent. She quotes some of statements she commonly hears superintendents make in regards to their view on technology. “’’I don’t do technology, and that’s why I hire somebody.’’” (Davis, 2008, 15-17) I think this negative mind-set is one of the first things that must be corrected before anything else can improve. It is time for superintendents to realize the full scope of the situation. This doesn’t imply they need to know every nuance of every gadget that comes out, but they should know enough to be able to ask the right questions. William R. Thomas, director of education, explains that superintendents should always ask questions such as “’How can technology play a role in this? How can it improve students performance, help a teacher do their job more effectively and efficiently?’" (Davis, 2008, 15-17)
Superintendents are supposed set good examples for not only the teachers but for the students and the entire community. The whole purpose of education is to provide students the knowledge to prepare them for a better future. I think it is very hypocritical for any superintendent or any member of the faculty to avoid learning technology simply because they are intimidated by it. What does that say to a student who has the same feelings toward a particular subject? For example, I personally hate math, it has always overwhelmed me. I never understood why I had to learn geometry or algebra. Of course I had not choice in the matter, my teachers emphasized that I had to try me best to understand it because it was necessary to learn.
As mentioned in class, the best teachers are those who understand and can relate to their students. Each and everyday students are walking in with a new gadget and speaking the different lingo that comes along with it. For instance, the I-Phone is a computer, phone, radio all in one. The text message and instant messenger jargon that students are fluent in (“ttyl, brb, lol”) will soon be enough to fill a dictionary! This isn’t to say teachers must know every, new acronym that comes out. However, if they understand enough about technology and some of the resources and programs that are now available, they will be able to teach their lessons in a way that peaks the students interests. For example, students may be more apt to pay attention during what is typically considered “boring history lesson”, if the teacher incorporated a computer game a fun pod cast and/or web video. In order for teachers to integrate such technology in the classroom, the leaders of education need to step up and begin taking the initiative to ensure there is mandatory technology training programs to properly educate teachers.
Reference
Davis M. (2008, January, 23) The Knowledge Gap. Education Weeks [Online] Vol. 18, Issue 03, pages 15-17. Available: Education Weeks on the Web http://www.edweek.org/dd/articles/2008/01/23/3leadership.h01.html (February 2, 2008)
Julie Moritz
UEGE 5102
Dr. Kathleen King
Critical Reflection and Reaction #1 – Social Promotion
The topic of social promotion, the practice of moving students along from one grade to the next regardless of their academic preparation, exists as a highly complex issue in the education realm. Although holding students back, known as retention, does not seem like an appealing option either. While teachers and administrators continue to struggle with this ongoing dilemma, it appears we stand no closer to reaching an effective agreement.
Believing that retention does greater harm to students by damaging their self-esteem and spirit, advocates of social promotion rally behind the concept. These supporters indeed have plenty of research verifying their position as the viable option to stand behind. As cited in The New York Times, “…research indicating children who are held back, regardless of their age, are more likely to drop out in later years” (Gootman, 2004). Social promotion supporters thus believe that it is more important to move students to the next grade level in order to keep them with their fellow classmates as well as to maintain their confidence.
Opponents of social promotion, however, see the process in a much different light. They argue that students will have difficulty staying up to speed with the rest of the class. As New York City Mayor, Michael R. Bloomberg, emphasizes, “’Imagine the challenges for underprepared students. And if they get off course in middle school, what are the odds that they can be rescued in high school? History shows, they become lost and they stay lost’” (Gootman, 2004). Not only are we creating more challenging environments for these students to understand criteria that has already proven difficult, we are creating situations for students to hold back their teachers and fellow classmates.
I find this issue particularly complicated and recognize that neither solution is ideal. I think it does greater harm to unprepared students as well as their classmates to “promote” them through the school system and believe that we would be sending the wrong message: that students do not need to work hard to succeed in school because we will “promote” them regardless. However, I feel that utilizing retention should serve as the last solution. I believe that if a student appears to be struggling during the school term, it is our responsibility as educators to take immediate action, such as: after school programs, one-on-one tutoring or summer school with reduced class sizes. If the student continues to fall below school standards after each of these options has been executed, I believe retention then exists as the superior option.
Reference:
Gootman, E. (2004, September 10). Social Promotion Will End in 5th Grade, Mayor Says.
The New York Times. Retrieved January 31, 2008, from www.nytimes.com.
Ashley Donofrio
UEGE 5102.002
6 February 2007
Critical Reflection and Reaction Project Number One – Nutrition
In the present, doctors and parents alike have become more concerned with the increasing rate of childhood obesity. More importantly, more children than ever before are developing health problems as a result of poor food choices and lack of exercise (Christie-Blick, 2006). Part of the problem is the result of the increased number of fast food chains and “quick and easy” meals found in the supermarket, but in schools where students are overwhelmed by vending machine and cafeteria food choices, it is lack of knowledge about nutritious foods that is the culprit.
More than is realized, schools have a serious impact on the eating habits of students. Once children begin attending school full time, they spend more of their time at school with teachers and peers than they do at home with their families. As a result, they are subject to the food practices and eating behaviors of the people they associate with at school. One food practice that is commonly used in schools by teachers is the use of food for incentives/rewards. Kubik et al. (2002) states that this is fairly common in middle schools, and that most foods used for incentives/rewards “did not support development of healthy eating patterns by young adolescents” (p. 339). In fact, 73% of teachers used candy as a reward for students (Kubik et al., 2002). The fact that teachers continually reinforce students using food is outrageous. Not only does using food as an incentive/reward present cause students to automatically associate certain behaviors with the attainment of food, it also prevents students from understanding what is nutritious for their body.
In order for students to understand how to properly care for their health, schools need to start teaching nutrition to students as early as the elementary years. According to the School Health Policies and Programs Study, 84.6% of elementary schools on the school level required that nutrition and dietary behavior be taught to students in 2006 (Kann et al., 2006, p. 414). Whether students in these schools are actually being taught about nutrition and dietary behavior is another story. In fact, I cannot personally recall having a health class during my elementary and middle school years. In high school, there was one required health class in which we were told not to smoke, drink, or do drugs, but there was no mention of nutrition. In elementary school, physical education is the extent to which students learn about nutrition. Even then, not much time is spent exercising. In fact, when I had physical education class in elementary and middle school, it only met 45 minutes twice a week. According to kidsnutrition.org, “being physically active for an hour once a week won’t do much…” (Clark, 2003).
Students need to realize that what they are served in the lunchroom and what snacks are in the vending machines are not necessarily foods that are best for their health. As the health education programs are currently designed it schools, there is no way students could possibly learn the knowledge required to make an educated decision regarding their health and nutrition. Of the schools that were required to teach students about nutrition and dietary behavior, in elementary school classes, the median number of hours of instruction for the entire school year was 3.4 (Kann et al., 2006, p. 423). In the end, it all comes down to awareness. How children care and nurture their bodies starting as early as elementary age is a factor of what their health will be like later in life and by starting positive health regiments early in life, the need for many children to go to lengths to save their health later in their lives will be eliminated.
References
Christie-Blick, K. (2006). Fat finders. Science and Children, 43, 22-25. Retrieved February 4, 2008, from http://web.ebscohost.com.avoserv.library.fordham.edu/ehost/pdf?vid=7&hid=114&sid=d10ad47e-c229-48cd-a711-2d077a22d584%40sessionmgr104
Clark, J.C., ed. (2003). ‘Energy calculator’ could help kids balance diet, exercise. Nutrition and Your Child, 1. Retrieved February 4, 2008, from http://www.kidsnutrition.org/consumer/nyc/vol1_03/energy_calculator.htm
Kann, L., Telljohann, S.K., & Wooley, S.F. (2006). Health education: Results from the school health policies and programs study 2006. Journal of School Health, 77, 408-434.
Kubik, M.Y., Lytle, L.A., Hannan, P.J., Story, M., & Perry, C.L. (2002). Food-related beliefs, eating behavior, and classroom food practices of middle school teachers. Journal of School Health, 72, 339-345.
Sarah Connell
Declining Science Proficiency in America
Declining success of science education at the adolescent level is fueling the creation of new, unconventional teacher certification programs which emphasize conservation life science. One such program is the new joint graduate degree program offered by Fordham University and the Bronx Zoo. Many science teachers blame lack of professional training and short class times for the low test scores which have illuminated a weak point in America’s science education. Educators and scientists alike hope that new programs, like the one being implemented at Fordham, will alleviate the short comings which continue to effect American education.
Studies conducted by the National Assesment of Educational Progress in November, indicate the following: “At least 50 percent of eight graders in nine major U.S. cities failed to show a basic understanding of the subject” (Jaitly, 2008, p.1). Further more, business leaders worry that the decline in science proficiency will lead to, “A steady weakening of U.S. leadership in technology and related fields” (Feller, 2004, p.1). Fordham University’s new graduate program hopes to show educators how to instruct students using the practical applications of science.
As a Jesuit institution, Fordham is noted for turning students into great educators. This principle was first implemented by Ignatius of Loyola, the original organizer of the Society of Jesus (the Jesuits). The Jesuits are praised as a, “Great teaching order and very successful in training their own teachers” (Johnson, 2005, p.246). The new graduate education program hopes to utilize the Wildlife Conservation Society facility at the Bronx Zoo, in order to provide graduate students with unique hands on experiences that can aid their efforts in the classroom.
The importance of experience to Fordham’s new program relates closely to the Educational philosophy of Reconstructionism which states, “The essence of learning is the experience of learning” (Johnson, 2005, p.350). This philosophy also emphasizes the use of education as an instrument of world reformation. Surely, by improving science education in America, Fordham’s new graduate program can help the revival of a suffering subject.
References
Feller, B. (2004, July 5). Status of science education on the decline. The Daily Texan. Retrieved February 5, 2008, from http://media.www.dailytexanonline.com/media/storage/paper410/news/2004/07/05/WorldNation/Status.Of.Science.Education.On.The.Decline-691458.shtml
Jaitly, P. (2008, January 30). 'Wild' New Education Program Premieres. The Ram, pp. 1, 3.
Johnson, J. A. (2005). Foundations of American Education (13th ed.). United States Of America: Pearson Education Inc.
Banning Peanut Butter in Schools
Peanut allergies are a growing problem in the United States and schools are beginning to realize the fatal dangers of this allergy and are implementing systems which prevent allergy attacks in children. A child with a peanut allergy must go through life constantly asking questions of friends, family, restaurants, and examining food labels in order to determine whether or not a food is safe to eat. Schools can help this tedious process by creating a safe, allergen-free zone in which the child is able to be sure that what he or she is eating is safe. According to Dr. Sampson in the New England Journal of Medicine, “Allergies to peanuts and tree nuts account for the majority of fatal and near-fatal anaphylactic reactions…” (Sampson, 2002). Implementing a policy regarding peanuts in schools increases awareness of this possibly deadly allergy and, in turn, saves children’s’ lives.
Clear Lake schools in Iowa have a new policy regarding peanut allergies. According to the Globe Gazette there is now a “system-wide emergency plan for addressing life threatening allergic reactions” (Senzarino, 2008). Children who bring peanut butter sandwiches must sit separately from the allergy free students who are eating a hot lunch. Also, no homemade food is allowed to be brought into the classroom and items in the classroom cannot be put into containers which previously had food in them. Students may be restricted from attending field trips where they are no longer on peanut-free premises. All students must purchase sack lunches from the school on these trips to ensure that there is no peanut butter contamination.
There are both positive and negative consequences of turning a school into an allergen free zone. For example, students who do not have allergies are unable to enjoy the snacks they were previously allowed. Also, students with allergies are singled out by sitting separately from their friends and not being allowed to attend school functions for fear of an allergy attack. In the article in the Globe Gazette, Clear Lake resident Norm Froiland stated, “That’s a real poor choice. The students are the losers in this matter” (Senzarino, 2008). This resident felt like there are no positive reasons for banning peanut butter and that cutting it out of the school system was a mistake. However, there are some definite positive consequences of creating an allergen free school. For example, implementing this system will save the lives of children who may have had a dangerous reaction to something they accidentally ingested. Though the child is separated from his or her classmates at lunch, the other students and faculty become more aware of the dangers of a peanut allergy and learn what to look for in case a student is having an attack. Also, the parents of the students with allergies feel much safer sending their child to a school which has prohibited peanut butter and is knowledgeable about the dangers of this allergy.
Whether or not a school has implemented an allergen-free policy, teachers should always realize that peanut allergies are becoming more and more prevalent among young people. The teacher should make sure he or she knows who has an allergy in the class and is willing to take the steps to avoid provoking an allergy attack as well as learn what signs to look for if one does happen. Acknowledging and understanding peanut allergies is not about singling students out, but about helping them to feel safe at school. Knowledge is not only power in this situation, but also life.
Reference List
Sampson, Hugh A, M.D. (2002).
Peanut Allergy. The New England Journal of Medecine, 1295-1299.
Senzarino, Peggy. (2008, January 29). Clear Lake Schools OK Policy on Dangerous Allergies. Globe Gazette. 2008, February 5, http://www.globegazette.com/articles/2008
Critical Reflection and Reaction Project 1
Running head: CRITICAL REFLECTION AND REACTION PROJECT 1
Critical Reflection and Reaction Project 1
Hot Topic: School Funding
School funding has been a major cause for concern in the school system, which has been brought to light by media attention. A question that is raised by the issue of school funding is: “Why do certain schools have an abundance of resources whereas others barely have an operating school building?” Viewing news reports where reporters are bringing media attention to the conditions of some of the New York inner city schools and there is paint peeling off of the walls, over-crowding in the classrooms, and teachers having only themselves to rely on to supply the majority of their classroom materials. Chalk, dry erase marker, class sets of books, maps, after-school programs, maintenance of the school building all cost money. So why are some schools lacking while others are thriving in providing their students, teachers, and staff with the “state of the art” materials to enhance learning? Does location factor into funding? Is it a myth that inner city schools are in poor conditions whereas suburban and rural communities have more resources? These questions seek to unravel why there are these apparent disparities in the school system between the “haves” versus the “have nots.”
The education issue regarding school funding has been brought to national attention and another vital question one must ask is: “Who is responsible for funding schools?” The article, “Schools Risk Funding Shortfalls Under Property Tax Proposals” by the US Fed News Service, Including US State News, states:
“If it is our intention to have the state take full responsibility for funding schools, then the state needs to pick up whatever losses may come,” Broden said. “We cannot expect our schools to absorb funding hits like
this and continue to provide the quality education that our children deserve” (US Fed News Service, Including US State News, 2008, p.1)
School funding is dependent on politicians allocating the financial resources to the
Critical Reflection and Reaction Project 3
schools. When politicians propose different initiatives for the amount of funding schools
will receive in their annual budgets, it causes instability within the school system.
Schools, like many other institutions, need capital to run efficiently. If schools are not
being provided with the necessary financial resources because of ‘funding hits’ then the
schools will suffer. The downward affect of ‘funding hits’ is interesting because politicians, in general, claim that education is important. More funding is the usual promise made to schools. When it comes time to act position’s change. The article, “Making Every Dollar Count” by Robert C. Johnston, states:
“We need to do much better with the money in the system,” says Tom Vander Ark, the executive director of the education arm of the Bill & Melinda Gates Foundation in Seattle and a former superintendent. “The frustrating conclusion one must reach is that if we more effectively allocated and spent the money we have, we could do a pretty good job of educating students” (Johnston, 2005, p.1).
The two issues over funding that are being presented are: the funding for schools will be
cut whereas the other view is that the funding is provided but the schools are not properly
using the funds. The truth is somewhere between both perspectives. The politics behind
school funding is complex. After reading these two articles even more questions arise as
to who is responsible for funding schools. Is it the state, politicians, taxpayers, or does the
responsibility lie on the schools not properly allocating the funds?
There are many sides to every issue and the concern over school funding is no
different. In an ideal world schools would receive the necessary funding from the state
and use it to enrich the quality of education. Education, unfortunately, is not the first
priority for every politician or community. After viewing news reports on the conditions
of schools across the United States, one wonders, why it is considered acceptable for
Critical Reflection and Reaction Project 4
certain schools in certain communities to have an abundance of resources while others
have nothing. Is it due to location, inner city, rural, suburban, socio-economic status of
communities, taxes, funding cuts or grants? Lack of school funding could also be a result
of corruption within the school system. School administrators, could also be responsible
for their schools not necessarily receiving funding by properly allocating the funding
where it is needed with in the school. If school officials are not forthcoming with the
funds or the budget of the school then that could pose a serious problem.
The issue of school funding will never be completely resolved. There will always
be a disparity between schools. Certain schools will receive more resources then others.
What factors are present over the funding allocation could be a combination of different
variables. The ones that are suffering or in some cases benefiting the most out of school
funding are the students whose quality of education is most affected by this issue.
Critical Reflection and Reaction Project 5
Works Cited
“Schools Risk Funding Shortfalls Under Property Tax Proposals.” (2008). US Fed News
Service, Including US State News. Washington, D.C.: Retrieved February 2, 2008 from http://proquest.umi.com.avoserv.library.fordham.edu/.
Johnston, Robert C. (2005). “Making Every Dollar Count.” Education Week. Bethesda:
Vol. 24, Iss. 17; pg. 16, 7 pgs Retrieved February 2, 2008 from http://proquest.umi.com.avoserv.library.fordham.edu/.
Caryn Berman
UEGE 5102
An issue that brings about many passionate discussions concerning the state of the American public education system is the subject of how we should be teaching our students. Are educators and parents being too competitive about standardized testing? Are we teaching students too much towards one topic and trying to shape the students too much towards one specialty? The ways in which educators develop a curriculum depends upon the knowledge and skills that they deem to be important in order for one to do well in modern society. Of course, to “do well” or to be “successful” also depends upon the things in which a person values. The things that society currently values play a role in what and how we teach our students.
One view of curriculum development comes from Mortimer Adler and his Paideia Proposal for school reform (Davis, 1982). Adler suggests that schools and curriculums should focus on giving students the opportunity for personal development and should not just teach students towards a specialty. Different from how many schools run today, Adler proposes that all schools should have the same curriculum and only give one elective, which would be a choice of a foreign language (Davis, 1982). This type of learning starts from the simple and slowly grows more complex; from the “know that” to the “know how” to finally a stage where the student appreciates human values and individual enlightenment. Finally, this curriculum would not introduce students to a specialty until the last two years of school (Davis, 1982).
Many educators today would probably not find this type of learning to be very practical, especially with the pressures of producing high test scores. Schools seem to also feel pressures to give students the skills needed to get a job right after leaving school. The competitive job market does not help either. Many students want to leave school and be able to specialize, and do not appreciate education for the sake of personal development; especially because one cannot get paid on personal development alone. Schools in a low SES area would most likely reject this type of curriculum the most; teaching students who have many financial pressures.
Adler’s statement of “earning a living is important but so is living well” is extraordinarily insightful (Davis, 1982, p.580). Unfortunately, with such a competitive society that places high value on the material things, living well tends to get lost in the race to earn a living. The issue for today’s school curriculum is to find a balance between the two; giving students the skills to live independently, but also preparing them to be good citizens who value education and human enlightenment.
Reference
Davis, O. L. (1982). A conversation with Mortimer Adler. Educational Leadership, 39, 579-580.
Elizabeth Montgomery
UEGE 5102
Topic: No Child Left Behind
On January 8, 2002, President George Bush signed in a reauthorization of the Elementary and Secondary Education Act, called the No Child Left Behind Act. Both the ESEA and the No Child Left Behind Act involve programs for disadvantaged students (Johnson, 2008, pg. 19). The No Child Left Behind Act has become a very important aspect in education because it was introduced while much concern about public education was and still is present. It is meant to help disadvantaged students progress by holding the state and schools responsible for student’s achievement. In order to make sure students are progressing, each state tests students in third through eighth grades each year in reading and mathematics according to state academic standards (Education Week, 2004, pg. 2). Along with this annual test, many fourth and eighth graders must complete the National Assessment of Educational Progress testing program in reading and math so that each state can compare their student’s tests results and progress. Under this act, the state and schools must ensure that every child learns. The reason this act was put in place was because too many schools and students were not showing progress; there were too many children that did not have enough educational background for the next grade level.
By the end of the 2013-14 school year, every student will be required to pass the state tests each year (Johnson, 2008, pg. 19). In order for students and schools to progress and meet state requirements, teachers must be “highly qualified” in their content areas, meaning they must be certified with the ability to demonstrate their proficiency in their subject matter. All teachers who are hired with Title I money must have gone through and completed two years of college, receive an associate’s degree or higher, or proven their knowledge and teaching ability through evaluation (Education Week, 2004, pg. 3). The act is expected to target schools with particularly poor children, which causes a considerable progress in the achievement gap because it has become a national priority. According to the Nation's Report Card, reading and math scores for African American 9-year-olds, and math scores for African American 13-year-olds, are at the highest they have ever been (U.S. Dept. of Education, 2005, pg. 1).
Although there has been much progress made because of the act, the No Child Left Behind Act has stirred some controversy in the education community. Many people feel that the act is not very fair and practical. Others feel that it undermines public schools and could possibly penalize schools with its requirement to evaluate the schools’ progress. More controversy stems from the source of funding for the act (Education Week, 2004, pg. 4). The major concern is if states have the capacity to help all the schools identified as having disadvantaged students. Many states struggle to meet the law’s testing requirements. I see a problem with these tests because it could develop into teachers only teaching the students in order for them to pass the state tests. I think the program is very good and could help schools make a lot of progress, but at the same time, the annual tests can affect how and what the teachers are teaching the students.
Research Center. (September 21, 2004). No Child Left Behind.[Online] pgs 1-5. Available: Education Weeks on the Web. http://www.edweek.org/rc/issues/no-child-left-behind/?levelId=1000&rale2=KQE5d7nM%2FXAYPsVRXwnFWYRqIIX2bhy1%2BKNA5buLAWFRzXKDtt9gA7%2Fn35zkKIrqpeZVy%2FTxiO%2Fq%0AseawNEo4H6p250WSCFwrTrjCh64dl8eHInPnBxCz5GI8AMfr4Wq46hGb%2F%2FkJ4YArdvpUDfrYf6Fu%0AmwVwfA8aZa%2BaQFsPjJ7yX%2FYdOJfuL3UiT8LhGA0heiZ0HbcA5Tkg3H19jnMgk4SrVNOpQdeB9UNn%0AZgGVhUJza2Xg0BWKDSc%2BtLbwHDCS0WCLFK8xN86alWx%2FAHCtLWOdgyr2lUaZTYc6z6dsli4tlimk%0AlSFLb64giYdptcEyOPK5n%2BUNWPweVyTqkguFV2S45BwHFFrfhKtU06lB14ESY2IVsPuO5O3GHrw6%0ANJKzw8j%2BFo1NkkpUjbMEZlYFY1boRy8zQyHPJmSpEnBfkxv2olwUdUYXEXqLGc6uapcfZn%2B6XsCZ%0AUrkwCb%2BVb1xriiksiYpToEp9ujKsZXnuvEXGRYlavIK36hRrojQhtcV6B74%2FBj2x2EIImh9TgQp2%0A9oSrVNOpQdeB1JUHNROrDGfk01sUnMnSISnE%2BVDa5VaUcYQ0C1NwHGugFgEB26VEPTTbJaP%2BZQPB%0AE%2BhXhVepkoxxhDQLU3Aca%2BqYrIqYhfdib29TXQyQGyBiPADH6%2BFquOoRm%2F%2F5CeGA7WdljKkO7ezD%0Ab0YRigeUYy8cOGA7ZSmspEnA5zLbC3yXfGsSlSFR1Zc%2F8O%2FtkE8JEM5SzrnryzT9GyTi0siB6Br1%0A09eMMuci5S3w2%2BcBPbpCLdSsRed4%2FfgRHk%2Fu23MQtTROFnwA3M1N3kpQMktDGptGS85zfcveE9x7%0A%2FtX2VLp6c6TmknSc7Q%3D%3D
February 4, 2008.
Johnson, J. A. (2005). Foundations of American Education (13th ed.). United States Of America: Pearson Education Inc. 19
U.S. Department of Education (September 2, 2005). How No Child Left Behind Benefits African Americans. [Online] pg. 1 http://www.ed.gov/nclb/accountability/achieve/nclb-aa.html
February 3, 2008.
One educational hot topic of today is the inclusion of students with disabilities, such as autism, in regular classes. Autism is a “disorder that severely impairs development of a person’s ability to communicate, interact with other people, and maintain normal contact with the outside world” (Woods, 2005). The issue of including autistic students in regular classrooms raises many questions not only for the disabled students, but for the regular students and the teacher as well. Will the autistic students and their behaviors become distracting and impede the learning process for other students? Will the autistic students be able to keep up with the regular students cognitively so that they continue to learn? Will regular students accept the autistic students into their social networks? The teachers’ time and efforts to educate their students should be geared toward catering to all students. Balancing time with different students is a difficult task, especially when the class includes students with disabilities. Teachers should be willing to accept this challenge. Teachers are also learners, and they should be educated on how to deal with students with disabilities so that the every student learns. They should understand that autistic students’ abilities to learn and develop in a regular classroom depend on the extent of their autism. Some autistic students are neither on the same social nor academic level as their peers, but some are academically equal and have difficulty relating to others on a social level (Schreibman & Stahmer, 2006).
Because of these social and intellectual gaps between students, there is a fear, especially among parents, that autistic children will be rejected by their peers and will be subject to isolation. Studies have been conducted by Brandt Chamberlain, Connie Kasari, and Erin Rotheram-Fuller in which they observed autistic children in regular classrooms. These studies have shown that although autistic children were less accepted into the social networks of their class, they are not completely rejected or isolated from their peers (Chamberlain, Kasari, & Rotheram-Fuller, 2006). I feel that whether autistic children become accepted by their peers or not falls heavily on the teacher and the other students. The teacher must emphasize the importance of equality and tolerance of people who are different. One example of inclusion of autistic students was studied while children played a game called Corners. This game involved the entire class, and the object of the game was to be the last student remaining after all other students were called out of the game because of the corner they chose to stand in. During the game, the autistic child did not fully understand the object of the game and continued to play even though he was called out several times. The other students had to draw the line somewhere, and ended up letting him play until the last few students remained. They finally told the autistic student that he should sit out, and the student seemed confused but sat out anyway. The other students had to decide whether to keep him included in the game even though he was not supposed to be playing. This was a learning experience for all of the students. The autistic child learned to accept and abide by the rules that everyone else was following, and the other students learned patience and tolerance in which they waited until a certain point when they felt it was fair to ask the student to sit out (Chamberlain, Kasari, & Rotheram-Fuller, 2006).
Other examples of tactics used to cater to a mixed classroom are to individualize instruction for the students with a disability, to teach all students classroom behavior so not to single out the disabled students, use positive reinforces, and keep a well-organized classroom environment and instruction (Woolfolk, 2008). The organization of the classroom and the structure of the lessons are extremely important to all students, but are especially important to autistic students. Autistic students are sensitive to change, and need “systematic instruction” (Schreibman & Stahmer, 2006). The use of visual aids, a list of rules and classroom behaviors, and individualized schedules are some ways to organize the students and keep them on track. Some of these tactics may seem obvious and are already executed in well-conducted classrooms, but the teacher must enforce these tactics with the disabled students mind. In other words, these tactics must be implemented in such a way so that all students, including the disabled students, understand what is to be learned and what is appropriate behavior for class.
Teachers, parents or guardians, and the school administration need to work together and find a way to educate the disabled students and incorporate them into regular classes, depending on the degree of autism in particular students. I feel that students with autism, or with any other physical, psychological, or social disability, should be included in regular classes. Not including these students would be a form of discrimination, but all advantages and disadvantages of this inclusion should be considered. There are many techniques, workshops, and other resources that prepare teachers for dealing with these types of students. Including autistic children does not impede but advances the learning process. The classroom is not a place where students solely learn the material that comes from a textbook. The classroom is also a place where students develop cognitively, socially, and emotionally. Part of any student’s development is his or her interaction with the teacher and fellow classmates. Communicating with others is especially difficult for autistic students, but this is something that, if addressed properly, can be dealt with and fostered in these children. Possible solutions could be that they attend only part of a regular class or are included in some regular classes while receiving extra help with social skills and with the subject material when needed. I feel that mixing regular students and students with disabilities is a learning experience in itself for all students. All students will be able to learn, develop, and be better prepared for the real world outside of the classroom walls when put in these classes together as they interact with people that are different from them.
References
Woods, Michael. (2006). "Autism." Microsoft Student 2006 [DVD]. Redmond, WA:
Microsoft Corporation.
Woolfolk, A. (2008). Educational Psychology. Boston, MA: Pearson Education, Inc.
Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2006). “Involvement or Isolation?
The Social Networks of Children with Autism in Regular Classrooms.” Journal
of Autism & Developmental Disorders. Retrieved February 2, 2008, from
http://web.ebscohost.com.avoserv.library.fordham.edu/ehost/detail?vid=4&hid=1
16&sid=33c77eb8-9668-45ee-98a9-a3faa8879ec4%40sessionmgr108
Schreibman, L., & Stahmer, A. (2006). “Educating Autistic Children.” American
Educator. Retrieved February 2, 2008, from http://www.aft.org/pubs
eports/american_educator/issues/summer06/autismsidebar.htm
Back in 2002 the United States Congress created the No Child Left Behind law, which mandated that all children in public schools be tested each year from the third grade through eighth grade and once again in high school (Johnson et. al, 407). While the Congress had the intention of having no students be left back in a grade level, more children have been increasingly left behind (Jimerson et. al, 2006). This grade retention has caused a large uproar in the educational world, causing problems with students' academic achievements, social achievement, and finance (Jimerson et. al, 2006). Grade retention has been occurring since the mid-nineteenth century in America when it was thought that a student should be held back if they did not have the proper morals that were thought necessary through the study of the bible (Fray, 2005). While grade retention is considered now for more 'realistic' reasons, it is still occurring and wants to be looked at as a second chance, but is rather being found to be looked upon as a negative occurrence.
Although there have not been many longitudinal studies that examine grade retention, the studies that have occurred have demonstrated a negative effect in the lives of students who were once held back. It has been seen that students who have been retained in one grade have less of a likelihood of receiving a high school diploma than their fellow students who were never held back (Jimerson et. al, 2006). While this is obviously a negative effect of grade retention on a longitudinal basis, it has also been found that the students that are held back also have a “lower academic adjustment”. This means that these students not only have lower achievement in their follow up years of schools, but also tend to have more behavioral and attendance issues (Jimerson et. al, 2006). All of these negative effects of grade retention have also been found to cause problems in the students’ social and emotional areas of life (Frey, 2005). While many students are falling victim to being left behind, further research has found that the majority of the students being left behind are similar in areas of gender, socioeconomic status, and ethnicity (Frey, 2005). Most of these students are boys are either African American or Hispanic, who are part of a lower SES (Frey, 2005). Certain parental characteristics are also found among these students including a having a lower IQ (Frey, 2005).
In my opinion, schools are in a very sad state if they continue to use grade retention as a method of attempting to help their students. While there is not a great amount of research made on this topic it is clear that most of the effects are negative to the retained child. It seems to me that most students are being held back because they failed the mandated test set by No Child Left Behind. It sounds hypocritical to say that I disagree with No Child Left Behind, however I do believe that it is wrong to hold a child back due to a failure on a test. Due to the idea that many teachers are now teaching their students for the sake of the test only, lessons could potentially be hurried. Teachers may not be giving struggling students the amount of time to learn the necessary information, which means the student will only continue to struggle and possibly fail the test. The other portion of grade retention that scares me is that it could be building stereotypes about African American and Hispanic boys. If teachers know that these students are more likely to be held back, they may not try as hard to help them achieve promotion.
Another portion of this problem that I believe to be sad is the alternatives. While the most popular alternative idea is to have counseling and tutoring for the student, it often times does not occur. Schools are often reluctant to provide the student with this necessary help due to financial costs, but it has been shown that a given state in America has spent over one billion dollars in costs concerning students who have been not been promoted (Jimerson et. al, 2006). Because of this social promotion is often looked to as another alternative. Social promotion is what happens when a child is promoted to the next grade level after being held at one particular grade level for two years. This promotion is not necessarily deserved and the student still may not have the right skills needed to move on. I do not think that students should be held back based on test scores; however, I do believe that if they are held back for lack of academic achievement, they should achieve what is necessary to move on, before actually moving forward with their schooling. I believe that the first necessary step in helping failing students is to get rid of the No Child Left Behind law. After this occurs, we can focus on students who are doing poorly in all areas of school, and not just those pertaining to the tests. From there it will be possible to help the students who are in serious need of help, instead of those who just fail a test.
Reference:
Frey, Nancy (2005). Retention, social promotion, and academic redshirting: What do we know and need to know? Remedial and Special Education, Vol 26(6), pp. 332-346.
Jimerson, Shane R.; Pletcher, Sarah M. W.; Graydon, Kelly (2006) Beyond Grade Retention and Social Promotion: Promoting the Social and Academic Competence of Students. Psychology in the Schools. 43(1).pp. 85-97.
Johnson, J.A., et al. (2008). Foundations of American Education (14th ed.). Boston: Pearson.
Social promotion and retention are issues which schools throughout the nation grapple with frequently. According to the National Center for Educational Statistics, 16.8% of high school seniors had been retained at least once since they began kindergarten (as cited in Kelly, 1999). Arizona State University researcher Mary Lee Smith found that the majority of Colorado elementary school teachers she surveyed about retention would prefer to “err on the side of retaining a child who possibly might not need it than to promote one who might have needed to be retained” (as cited in Kelly, 1999). While social promotion, the policy of “allowing students who have failed to meet performance standards and academic requirements to pass on to the next grade with their peers instead of completing or satisfying the requirements” (Riley, 1999, p. 5) hardly seems logical, studies have found that using retention as a uniform template for remediation is not flawless, either (Kelly, 1999; Nagaoka and Roderick, 2004; Riley, 1999; Thompson and Cunningham, 2000).
One analysis of the Chicago Public Schools retention policy studied the academic achievement of third and sixth-graders who were close to the cut-off line (passing or failing by a slim margin) on the reading test that determined whether they were passed to the next grade or retained. The researchers found that sixth graders who failed the test by a slim margin and were thus retained for an extra year of instruction actually performed worse on subsequent achievement tests in comparison to those students who had similar scores (just over the passing mark) and had been passed to seventh grade. The third graders who narrowly failed the test and were retained scored at approximately the same level on as their narrowly passing peers who had been promoted to fourth grade (Nagaoka and Roderick, 2004). Other studies, however, have shown that retention is harmless or that it produces small gains in achievement. Still more studies have concluded that neither social promotion nor retention help low-achieving students become high-achieving ones (as cited in Thompson and Cunningham, 2000).
The U.S. Department of Education presents several suggestions for improving struggling students’ performance. These include decreasing the number of students in a class, especially during the early elementary years, keeping students and teachers together for more than one year, setting explicit standards and making these known to teachers, students, administrators and parents so that progress can be measured and deficiencies addressed, providing summer school, extended school hours, and tutoring, and providing ongoing professional support for teachers to help them meet the needs of their students (Riley, 1999). I believe that these measures would have helped one particular student with whom I have worked, and countless others besides him. I once volunteered in a classroom in which a student who was two years older than his classmates (due to retention) was in danger of failing again because of his Regents scores and his excessive absenteeism. The mainstream classroom, with about twenty-eight younger students, was clearly not meeting his learning needs, yet he could not have been passed on to the next grade, either. In this case, I believe that since retention had not worked once for this student, and he had effectively ‘shut down’ because he believed he was incapable of learning, he should have been given intensive remedial instruction, one-on-one if possible, until he was able to perform on grade level. Of course, early intervention could have prevented this student from being in this situation altogether, but as he was allowed to pass to his grade level without the skills he needed to be successful and remedial steps were absolutely necessary to help him reach grade level, which I believe that he had the potential to do.
The decision of whether to pass or retain a student is an emotionally charged one, especially when one reviews studies that suggest that retention is harmful for students, because social promotion is certainly not a viable solution, either. I agree with the assertion of Thompson and Cunningham (2000) that using one test to determine whether a student passes or is retained is unacceptable. I also agree with the findings of Riley and the U.S. Department of Education (1999), which state that students in danger of retention should be identified early in the year and given appropriate intensive remedial support so that they are able to meet the standards of their grade level and be promoted. Retention seems to be the logical solution when students lack the preparation to succeed in the next grade, but students should not be simply placed in an environment where they are presented with the same information in the same way without examining why they were not able to learn the material the first time (as suggested in Riley, 1999). Retention should always be coupled with schools addressing learning deficits, such as an inability to read at grade level, with extra instruction, during the year of retention and in the years following it (Thompson and Cunningham, 2000). All possible measures should be taken throughout the year to prevent students from having to be retained. Early identification of students in danger of failing and intensive remedial work should be a priority for schools, even though this will require additional funding. In conclusion, I believe that all students need to express at least a basic level of competence in the skills and subject matter taught in one grade level before passing on to the next. Social promotion is unacceptable, but retention should be used only after efforts at early intervention have not proved successful, and only in conjunction with remedial work during and after the year of retention.
References
Kelly, K. (1999, January/
February). Retention vs.
Social Promotion: Schools
Search for Alternatives. In
The Harvard Education Letter. Cambridge, MA: Harvard University.
Nagaoka, J. and Roderick, M.
(2004). Ending Social
Promotion: The Effects of
Retention. Chicago:
Consortium on Chicago School
Research.
Riley, R. (1999). Taking
Responsibility for Ending
Social Promotion: A Guide for
Educators and State and Local
Leaders. Washington, D.C.:
U.S. Department of Education.
Thompson, C. and Cunningham, E.
Retention and Social
Promotion: Research and
Implications for Policy. In
ERIC Digest (161). New York:
ERIC Clearinghouse on Urban
Education, Teacher’s College,
Columbia University.
UEGE 5102
Critical Reflection and Reaction Project 1
Inclusion of Students with Special Needs:
A Hot Topic in Today's School Systems
One of the primary goals of educators and education officials is the establishment of the best possible learning environment for students. Of this there is surely little doubt. Contention often arises, however, over the daunting tasks of discerning what constitutes that best environment and agreeing upon ways to make it a reality. Differing philosophical views on the role of education in society and on the needs of students inevitably lead to a struggle that educators must hope will result in a better understanding of what can be done to develop good learning environments. One area in which such a debate has gained much attention is the inclusion of special needs students in general education classrooms. Inclusion programs seek to integrate all students in the educational environment, such as students of different genders and racial backgrounds, but the greatest push has been to include students with physical or mental disabilities (Johnson, Musial, Hall, Gollnick, & Dupuis, 2008, p. 66). This includes disabilities such as blindness, low-motor skills, ADHD, and autism. Legislation spanning more than the last three decades testifies to the ongoing interest in the education of students with disabilities and special needs. The United States Congress passed the Education of All Handicapped Children Act (EHC) in 1975, which has since been revised and is currently known as the Individuals with Disabilities Education Act (IDEA) (Marcus & Vairo, 2006, p. 55). Many simply refer to the legislation as PL (Public Law) 94-142, which guarantees an education, by way of "appropriate services," to anyone with any disability (Marcus & Vairo, 2006, p. 55). Marcus and Vairo (2006) note that this key phrase underscores the ambiguity and uncertainty surrounding this issue: some argue that the best learning environment for students with disabilities is the inclusive classroom, while others argue in favor of segregation (p. 55). Before coming to any conclusion, it is necessary to consider the merits and downfalls of each position.
Two main arguments can be made in favor of inclusion programs. The first is that they allow students with special needs to receive the same level of education that their peers receive. Segregated classrooms that move at a slower pace than general education classrooms leave students who already have a disability at a further disadvantage because they have not been afforded the opportunity to hone the academic skills that their peers have had. The importance of avoiding this situation is evident across the varied spectrum of educational philosophies. An essentialist view stresses that a truly educated person must receive a core body of knowledge (Johnson et al., 2008, p. 323). According to this view, limiting the academic learning of certain students constitutes depriving them of a full education. Along a different line, a proponent of progressivism might argue that integration is a better form of education because it encourages divergent thinking. Disabled students in inclusive classrooms are not exposed to just the thoughts of other students with special needs, but also to those of mainstream students. This encourages divergent thinking because they are among a more diverse group which thinks in diverse ways. The same is true, of course, for mainstream students who are exposed to students with special needs. The second main argument to be made in support of inclusion programs and against segregation is that inclusion does away with what Marcus and Vairo (2006) term a "negative labeling process" (p. 56). Students in segregated programs come to feel belittled, defined by their handicaps, and separated from the rest of society (Swann, 1983, p. 104). Swan (1983) quotes a fourteen-year-old boy as saying "I am not my disability, I'm me. I have dyslexia, and I've had polio, but I'm not 'a dyslexic' or 'a cripple.' I'm me" (p. 104). Including these students in general education classrooms allows them to be in an environment where they see that all students have unique merits and difficulties, just as they themselves do. Again it is apparent that by bringing together students of diverse backgrounds to work together in a community, inclusion satisfies the tenets of democracy lauded by progressivism.
There are many, on the other hand, who see inclusion programs from a different angle and opt instead to support a system of segregated classrooms. One reason for such a stance is that including students of special needs often divides the attention of the teacher so much so that the learning process is impeded for other students. He or she must take into account the various needs and abilities of different students and must carry out the often difficult task of balancing these needs (Marcus & Vairo, 2006, p. 56). It is likely that this slows down the learning process for students who are ready to move on but must wait until the needs of other students are attended to. The humanistic viewpoint supports fostering the actualization and well-being of each student as an individual (Johnson et al., 2008, p. 330). In a classroom of such varied individuals, a teacher might have difficulty acting on this philosophy, as there are such different individuals to attend to. Another argument in support of segregated classrooms is that, although inclusion exposes students with special needs to higher levels of academic learning, some of them may not be able to deal well with work at this level. This applies more to cases of learning disabilities than those of physical handicaps. Instead of boosting motivation by making them feel just as capable as any other student, students who struggle and lag behind in the general education environment may become more discouraged than they would be if they were in an environment with similar students who were closer to their own level. Whereas some argue that segregation ostracizes students with special needs, in this way inclusion programs may do the same and may have a worse outcome because students feel inadequate in the academic environment. In a classroom of students with similar needs, students may be more motivated by a greater sense of accomplishment.
Coming to a conclusion that can be implemented in educational policy first involves deciding which educational values to uphold. I contend that the most important issue at stake here is providing an equal opportunity to all students. Our society purports to be one that upholds ideals of democracy, and it would be hypocritical of us to deny a level of equality to any group of people, especially when we have thought of ways to attain that equality. Thus inclusion programs, which afford students with special needs the same academic opportunities as other students, should be promoted in school systems. Problems with these programs should be addressed keeping in mind that the programs are instituted in the name of equality. The arguments that can be posed against inclusion serve to show where improvement is needed, rather than as reasons to abandon the effort. For example, if students with special needs do feel discouraged by low performance in the general education classroom, perhaps the answer is not to separate them, but to modify the forms of assessment. More inclusive forms of assessment may curb discouragement. The argument that other students will be slowed down may be countered with the conjecture that a new form of learning is taking place among all students: that of living in a society of equality and democracy, where patience and understanding are tools that must be learned. If democracy is to be upheld in American society, it must be upheld in our school systems. The institution of inclusion programs, in this light, is a step in the right direction.
References
Johnson, J. A., Musial, D., Hall, G. E., Gollnick, D. M., & Dupuis, V. L. (2008). Foundations of American education: Perspectives on education in a changing world (14th ed.). Boston: Pearson Educational.
Marcus, S., & Vairo, P. D. (2006). Hot-button issues in today's schools: What every parent needs to know. Lanham, Maryland: Rowman & Littlefield Education.
Swann, W. (1983). Curriculum principles for integration. In T. Booth & P. Potts (Eds.), Integrating special education (pp. 100-137). Oxford: Basil Blackwell.
Eric Jeraci
UEGE 5102
Dr. King
2/6/08
Hot Topic: Technology in the Classroom
As a student in the 21st century, I was fortunate to be born on the cusp of the technological age. Throughout my years in school, I have experienced many different forms of technology in the classroom. The mere evolution of traditional blackboards and overhead projectors to dry-erase boards and SMART boards has shown a drastic change in the way in which teaching is conducted within the classroom. This vast difference in technology has enabled teachers to provide excellent examples and illustrations of their material to the classroom in ways that could never be accomplished with the more traditional classroom resources. Thus, I find, as an educator, I will constantly be facing these technological advances and work with them in order to further develop my teaching skills and resources.
In Burke’s Case Study, it is rather interesting to read about the use of technology, specifically Palm handhelds in the classroom. With these Palms, they are able to access the internet, email assignments, and download stories wirelessly. This technology makes it easy for the student and the teacher to interact via technology. It also enables the student to have an active part in the learning experience. This particular school district in Kansas embraced technology in the classroom through the use of these Palms as well as through the “SMART classrooms.” This enabled teachers to have further technological capabilities in the classroom as well as connect to their students like never before. (Johnson, 2008 p. 431-432) I feel that through these technological advances, the students are enabled to have a hands-on approach to learning that can ultimately make the learning experience more fun and engaging for the student.
Many of the technologies used in today’s education try to promote the classroom as a community. Through the use of Blackboard Education Resources and blogs students are enabled to communicate with one another and their teacher or professor from the comfort of their home. This enables them to be able to share ideas, access information, and post assignments all with the touch of button. This type of technology is also useful for teachers to communicate with parents in an easier, more effective line of communication than mail or phone. (Johnson, 2008, p. 438) Through the use of all these exciting technologies, like audio and video conferencing, blogs, podcasts, RSS feeds, social bookmarking, and wikispaces, education is now embraced by students as an interactive experience that they can take an active role in rather than passively acquiring knowledge and information.
However, the rate at which technology is constantly changing will make this generation of technology, known as Web 2.0, a thing of the past. As a result, educators must be willing to change and conform to the never-ending advances that occur in the world of technology. (Gooding, 2008, p. 44) What makes a good educator in this information age is one that is able to constantly adapt to the changes in the new technology that is being presented. This is why I feel that educators must be adept in the field of technology because the new and exciting forms of technology that may be presented in the near future will make students that much more interested and enthused to take part in the learning process. As educators, it is our duty to provide the best possible learning experience for them, and this is undoubtedly through technology.
References
Johnson, J.A., Musial, D, Hall, G.E., Gollnick, D.M., & Dupuis, V.L. (2005). Introduction to the foundations of American Education. (14th ed). Boston: Pearson Education.
Gooding, Julia (Apr-Jun 2008). Web 2,0: A Vehicle for Transforming Education. International Journal of Information and Communication Technology Education, Vol 4, Iss 2, Retrieved Feb 6, 2008, from
http://proquest.umi.com/pqdweb?did=1407624951&sid=1&Fmt=2&clientId=9148&RQT=309&VName=PQD
Kathy Hollwitz
Hot Topic: Religion in Public Schools.
The issue of whether or not to include religion in public schools is one that has been of hot debate for years. Those who oppose religion in public schools base their argument around respecting the pluralistic society that America embraces. School funding, the teaching of evolution, and even the recital of the Pledge of Allegiance in a public classroom are just some of the issues surrounding this controversy.
In recent years there have been many court rulings on the issue of religion in the public school system. In Santa Fe in 2002, a court hearing ruled that the broadcasting of prayer over the loudspeaker during football games at a high school violated the constitution (Lugg 2004). One of the most controversial rulings over religion is the Newdow vs. U.S Congress case in 2002. The hearing debated whether or not saying, "One nation under God," forces students to not only declare their belief that there is a God, but also that there is only one God (Lugg 2004). This court decision deemed the Pledge of Allegiance as unconstitutional in public schools.
In the past few years, there has also been an issue with values of different religions that must be upheld within the classroom. One issue is over the topic of sexuality in classrooms. Many books include discussions of the sexuality of adolescent protagonists. This type of portrayal violates Christian values of sexuality and many books have been banned from school districts because of this. A discussion of evolution in public schools has always been a hot debate in public schools. Should schools be allowed to teach creationism or the theory of evolution? In many states, the discussion of creationism and evolution in the classroom or the mentioning these topics in the class text books has, in the past, strictly forbidden because it violates the rights of the First Amendment (Brownfield 2007). Since 1988 the Supreme Court ruled unanimously that the teaching of evolution was permitted in the classroom; the teaching of creationism was not.
As times move forward, an increasing amount of religious teaching in a pluralistic way has been accepted in public school classrooms. Since 9/11, school administrators have been encouraging teachers to help fight the discrimination that their Iraqi students may be facing by teaching about Islam in the classroom (Marshall 2006). Religion in public schools has been an very controversial topic throughout history. It is one that teachers must keep in mind when teaching because of the diverse beliefs that exist within the pluralistic classrooms that characterize public schools today.
References
Brownfield, E.Y. (2007). The first amendment implications of teaching the theory of evolution and creationism in public schools. Journal of Law and Education, 36(1), 141-149
Lugg, C.A. (2004). One nation under God? Religion and the policies of education in a Post 9/11 America. Educational Policy.
Marshall, J.M (2006). Nothing new under the sun: A historical overview of religion in the U.S. public schools. Equity and Excellence in Education, 39(3), 181-194.
Jennifer Pitt
Hot topic: Social Promotion.
In the United States a wave of controversy in the education field has been over what is called social promotion. The question of whether it is right or wrong to promote students who do not meet the benchmark level of mastery in certain skills has created an intense debate. Should students be promoted based on skill or peers? Does retention work? “Traditionally, the retention of a student, uncommon as it was, resulted from an individual teacher’s assessment of the student’s ability to succeed at the next level” (Greene). Now retention is based on student’s performances on standardized test.
How does an “age-graded” school system like ours view the problem of students falling behind? Retention of a student was rare before the movement because many believed that students would do better with their own peers. It was believed that repeating a grade would cause psychological problems for the student. While students may be unhappy about repeating a grade, it is now thought to be for their best interest. The main problem with social promotion is that if a student does not understand the material, and still is promoted, they will have an even harder time understanding material taught to them in the following year. From my experiences in subject areas such as math, if I did not understand material from the previous year I would not understand material being taught the following year. Students who are promoted for the sake of social reasons will have the same issue. How many times can they be promoted with out fully understanding the subject matter? In the past it seems they could have made it to graduation with out sufficient knowledge of the material.
“Grade retention is not mandated by federal law” yet with the recent the No Child Left Behind Act, which sets minimum requirements for statewide accountability systems, states must have guidelines for defining “Adequate Yearly Progress” and designing testing and high school exit exams (Xia). This could mean social promotion is on it’s way out because students are now federally required to show that they are capable of basic skills. In my opinion this is an extremely good thing. The No Child Left Behind Act has put into motion an end to social promotion. While I believe that too many state test can cause students more stress than need, I believe that exit tests and tests that monitor the students ability to do basic skills are necessary.
“Several large systems, including Chicago, New York, and Philadelphia, now require students in particular grades to demonstrate a benchmark level of mastery in basic skills on a standardized test before they can be promoted” (Greene). Research has shown that in students in Chicago have improved after being retained. “Florida and Texas have taken the lead among states in forbidding social promotions.” (Greene). In Florida, students who have been retained do better the next time around. Retention is a controversy that has been going on for the past few years. Research shows that it does works. This has confirmed my beliefs that social promotion is not for the best interest of the kids.
References
Greene, Jay. (May 2006) Getting Ahead by Staying Behind: An Evaluation of Florida's Program to End Social Promotion, Education Next, v2006 n2 p65-69 Spr 2006. 5 pp.
Unknown (2006). Grade Retention: What's the Prevailing Policy and What Needs to Be Done? California Univ., Los Angeles. Center for Mental Health in Schools.
http://web.ebscohost.com.avoserv.library.fordham.edu/ehost/detail?vid=7&hid=103&sid=ac7dc80f-10cc-4bb3-91b0-196ff07187a7%40sessionmgr103
Xia, Claire. (2005) Grade Retention: A Three Part Series. Duke Univ., Durham, NC. Terry Sanford Inst. of Public Policy.
Hot Topic: Nutrition in School Systems
Over the years, there have been numerous pertinent issues in our education systems that negatively affect the lives of the children of our future. One such topic is the issue of nutrition and meal programs in schools across the country. We live in a country where “sixteen percent of our school-aged children and adolescents--or nine million--are overweight, a figure that has risen threefold since 1980” (Buddy 2005). Many students are in a health crisis as they consume foods loaded in calories and fat but also are no longer as active as children once were. There are multiple plans, like The School Wellness Policy, looking to improve the health of our schools’ children; there are still those poorer areas that cannot afford a better system or areas where the adults aren’t as up to date with the rest of the country. These schools should be taking charge because “poor nutrition, lack of physical activity, and being overweight can lead to complications such as elevated cholesterol and blood pressure, gallbladder disease, joint problems, asthma, Type II diabetes, depression, and anxiety" (Buddy 2005).
As a student, I can remember the types of food served in my elementary and high school cafeteria. Ten years ago, I remember Taco Bell, chips, French fries, hamburgers, and soda. Time went on and people began becoming more aware of the increase in obesity which led to a better lunch program in my high school. There were many of the same foods, but there were also healthier eating options including: salads, sandwiches, and fruit. There has to be a greater movement to fix this problem in schools. Nutrition is a key component to life. I understand there are many schools that lack financial support, but this is an issue that the government should be looking to reform. These children are the future of America. At the least, there should be specialists that come to schools to lecture on how “to improve overall student health by introducing students, faculty, and parents to timely resources that can foster lifelong lifestyle changes that can result in good health” (Buddy 2005).
Another reason why better nutrition needs to be implemented in schools is because of how, “nutrition affects cognition” (Marcus 2005). Marcus also points out that this knowledge of healthier eating is more than just a subject during school hours but is, in fact, a “parcel of a “learning for a lifetime” curriculum” (2005). Another researcher declares that, “food insufficiency is a serious problem affecting children's ability to learn, but its relevance to US populations needs to be better understood” (Taras 2005).We live in a country where children are pretty much forced to go to school, as they should be, in order to receive a good education to better enrich their lives. School is the first place after the home where small children venture off to. It is here where students learn many habits, foster opinions, acquire knowledge, etc. If this is the case, children need to be taught about good health and physical wellness in the very beginning years of school. Presenting them with meals of cookies and fried foods will instill with them the idea that these foods are okay to eat.
I also begin to wonder if a poor diet affects a child’s desire to stay in school. Perhaps the foods high in processed sugars and chemicals cause a child to have a sluggish metabolism? Maybe what follows is lack of motivation, desire, and focus to do well and achieve? Studies have shown that “poor nutrition, physical inactivity, and weight problems often associated with being overweight adversely affect academic performance in school children” (Murphy, et al. 2005). It seems to me that obese children tend to face depression, because they are subject to harsh criticisms and isolation from other peers. If this is so, it’s in the education system’s best interest to want to improve the nutrition and physical wellness of their students. Doing so may keep the enrollment numbers and academic achievement up in schools around the country. Some urban public schools have begun to implement breakfast programs. This program looks to nourish those who may not have sufficient meals at home and it also may boost attendance. Our country must look to improve the health of our youth and educate those school systems who have yet to provide a way to a healthier life style for our children.
Buddy, Juanita (2005). Keeping current- library media specialists: addressing the student health epidemic. School Library Media Activities Monthly, 22, 56-58.
Murphy, E.P., Holston, D., & Tuuri, G. (2005). Smart bodies: Louisiana responds to youth overweight. Journal of Family and Consumer Sciences, 97, 61-63.
Taras, Howard. (2005). Nutrition and student performance at school. Journal of School Health, 75, 199-214.
Mae-Domenica Beauford
Critical Reflection #1
Hot Topic: Inequalities in America’s Public School System
Segregated Schools- Do they still exist in 2008?
“No matter how complex the reasons that have brought us to the point at which we stand, we have, it seems, been traveling a long way to a place of ultimate surrender that does not look very different from the place where some of us began (Kozol, 2005, p. 10).” Inequality and segregation are problems that people often think of as an issue of the past that left with the court case Brown v. Board of Education but it is one of the heaviest burdens weighing our country down. “The most recent statistics-compiled, analyzed and released by the Civil Rights Project, at Harvard-reveal that America's schools are now in their twelfth year of a continuing process of racial resegregation. The integration of black students, the new study shows, had improved steadily from the 1960s through the late 1980s. But, as of the 2000-01 school year, the levels have backed off to lows not seen in three decades (Orfield et al, 2003).” Although inequality is an issue I have seen my whole life, after reading Jonathan Kozol’s “Shame of the Nation,” and getting the opportunity to have first hand experience in some of the classrooms, and schools that suffer the repercussions of these inequalities, I have truly realized how much this continuation of segregation based on social, economic, and ultimately racial status is hurting our nation; A nation that has decided to punish and deprive certain groups of people of a equal and rich education. “Segregation is the social condition that shaped those proverbial "unlevel" playing fields (Orfield et al, 2003).” How does one decide whose leg to break before the race has even begun? Mainly those who are poor, which just so happens that in many areas, especially urban areas, are African American and Latino groups, are often subjected to low funded education, inexperienced teachers, and poor resources yet still left on their own to succeed. “Studies have shown that high-poverty schools are overburdened, have high rates of turnover, less qualified and experienced teachers, and operate a world away from mainstream society (Orfield et al, 2003).”
The topic of inequalities, concentrated in the segregation of public schools is deeply embedded in education because it is an issue that relates and often connects the other “hot topics” together. These discriminations and ultimate lack of caring is the cause of many other problems such as social promotion, not being able to meet the requests of standardized tests, President Bush’s No Child Left behind Act, and disparity of funding. If these inequalities based on socioeconomic standards did not exist, and every child received the same educational direction and privileges to fulfill their potential, there would probably not be as many problems within the public school system. It also relates to the use of affirmative action, another very controversial topic in American education. “Affirmative action may well be the only tool left with the potential to ameliorate the negative effects of a college applicant's prior twelve years of segregated schooling (Orfield et al, 2003).”
The absence of integration in many schools also is very unrealistic in relation to many societies, especially in urban areas that tend to be multi-cultural. Once children leave the public school system and either proceed with higher education or get a job, what they have been sheltered from all their whole life will suddenly hit them. In “Shame of the Nation,” Kozol refers to one of his experiences within a classroom when a student asks him “What’s it like over there where you live (Kozol, p.15).” I think that learning and interacting with people from different cultures, countries, and races is an extremely important aspect of getting an education, especially in America, which is often termed as the melting pot. As stated in Johnson et al, “a diverse student body and faculty make it possible for students not only to learn about others but also to interact in authentic settings with people from different backgrounds (Johnson et al, 2005, p.115).” There are so many benefits of multi-cultural education including being able to facilitate conversation as a future educator. The classroom is a great place to introduce children to beautiful, rich cultures.
Like any inequality, segregation and unequal education is something that is unfair, and devalues certain children in our society. As an aspiring educator, if no one else believes in these children who are being subject to a lesser education than how are they supposed to believe in themselves? Although some children do persevere, that number is not high enough. I wonder, do these children not matter in our land of the free, home of the brave? Even if that is not the case, by having a shortage of outdated books, inexperienced teachers, little funding, and isolation from other groups of people, this is ultimately the message being sent to the children in these schools as they sit at their desks. Despite all of this, these children are still expected to succeed, to get an education, to pass standardized tests, and to be prepared to compete with other children that have had more years of quality training. Martin Luther King Jr. said “Injustice anywhere is injustice everywhere,” and I as a future educator, believe that all children should receive the same educational opportunities, and that it is important to empower children with the desire to learn, and confidence to succeed. If all children are not being given equal chances to learn, it only hurts the whole nation.
References
Johnson, J.A. Musial, D, Hall, G.E., Gollnick, D.M., & Dupuis, V.L. (2005). Introduction to the
foundations of American education. 14th ed. Boston: Pearson Education.
Kozol, Jonathan. (2005). The shame of the nation: the restoration of apartheid schooling in
america. New York: The Rivers Press.
Orfield, G., Eaton, S.E. (2003). Back to segregation. Third World Traveler. The Nation
Magazine, March 3.
http://www.thirdworldtraveler.com/Education/Back_To_Segregation.html
Lauren Mundy
Critical Reflection Paper
UEGE 5102-Dr. Kathleen King
Hot Topic: Peanut Butter Ban in Schools
Over the past few years peanut butter and its availability in schools has become a hot topic in the field of education. Back when I was in school, the issue of peanut butter never came up. I probably ate peanut butter three out of the five days of school. It was rare to hear of a child that had the nut allergy. If peanut butter was banned during my elementary years, I would have been very upset; however, now I have a whole new perspective on the issue. My niece who will be going to kindergarten next year has the peanut allergy. On a scale of 1-5, one being mild and five being severe, my niece scores between a 3 and a 4. My sister’s whole eating style has changed because of her daughter’s allergy. There are few items in the house that possibly been mixed with peanuts and there are absolutely no products that actually contain peanuts. Having peanut butter banned in schools would be a huge relief to her, along with the three other families in my niece’s class.
According to Marie Plicka, “Mr. Peanut Goes to Court: Accommodating an individual’s peanut allergy in schools and day care centers under the American with disabilities act”, out of the 1.5 million people who have the allergy, 20% are diagnosed as severe (Plicka, 1999). Contact through the hands or just breathing in peanuts, can cause a deadly reaction (Plicka, 1999). This is an extremely high number and it has been increasing over the years. The peanut butter ban has mainly been placed on private schools. Many public schools, including the New York City public schools have still not enforced the ban (Plicka, 1999). In transportation, the airlines have declared the peanut allergy a disability (Hartocollis, 2008,) and have created peanut free zones within the plane. Although schools have not made the nut allergy a disability, some schools are enforcing “peanut free zones” (Hartocollis, 2008).
With the rise in peanut butter allergies and the severity of the allergy, I believe that peanut butter should be banned within the schools. I know some schools provide options such as a peanut free lunch table or an aid to observe the allergic child; however, I feel this would make the child uncomfortable. I do not think its fair for children to have to be excluded from others because they have an allergy. Having an aid to observe the child would make the child very uncomfortable.
Any parent who complains about this ban, should think how they would feel if their child had a severe allergy. By eliminating peanut butter, eliminates the daily stress a parent’s faces. I do feel that this ban is definitely necessary for the younger grades. My niece, even though she is only five, knows what foods she can and can not eat. Still, there is definitely a possibility that she can consume a food with peanuts because it may look like a familiar food. However, I feel that by middle school and high school a student has become aware of exactly what they can and can not eat. Therefore, banning peanut butter within the schools may only be necessary for younger grades and the restrictions on this ban could be lifted as the child gets older.
Work Cited
Hartocollis, Anemona. (1998). Nothing's Safe: Some Schools Ban Peanut Butter as
Allergy Threat. The New York Times. Retrieved February 2, 2008, from
http://query.nytimes.com/gst/fullpage.html?res=9907E3D81E30F930A1575AC0.
Plicka, Marie (1999). Mr. Peanut Goes to Court: Accommodating an individual’s peanut
allergy in schools and day care centers under the American with disabilities act.
Journal of Law and Health (14). Retrieved February, 2, 2008, from http://www.questia.com/googleScholar.qst?docId=5001897450.
Melissa Marrero
Critical Reflection 1
Social Promotion or Retention
The practices of social promotion and retention have received much criticism for several years. The decision to retain a student, or promote a student who is unprepared, has repercussions that can last the student’s entire lifetime. Critics of these policies focus on their effectiveness. Research has found that retained students are “significantly negatively affected, both academically and emotionally” (Frey, 2005). Studies of socially promoted students offer conflicting results regarding the effects of this practice (Frey, 2005).
The history of retention in the United States dates back to the schoolhouses of the mid-nineteenth century (Frey, 2005). This practice has been enforced for centuries in order to prepare children for life. One cannot move ahead in life unless he or she has acquired the basic skills necessary to accomplish that. Educators shy away from retaining students out of fear for the negative affects this decision often entails. Rates of retention appear to be related to gender, race, SES, and parental characteristics (Frey, 2005). Nagaoka and Roderick (2004) note that ethnicity and gender are predictors of retention. Higher percentages of African American and Latino students are retained compared to their European American counterparts (Frey, 2005;Nagaoka & Roderick, 2004). According to Frey (2005), retention and dropout are correlated to the extent where retained students are twice as likely to dropout as students who were never retained.
The practice of social promotion has been a hot topic in political debates and reform in recent years. Social promotion is the practice of passing students along from one grade to the next with their peers even if the students have not satisfied academic requirements or met performance standards. This practice has been said to “dilute the excellence of learning available in the public school system” (Frey, 2005). Educators and critics argue that it is the responsibility of the schools to make sure students are prepared for the next grade level and make sure they understand the consequences of not making the mark. Frey (2005) offers a list of questions that educators may ask themselves about effective interventions:
• Which students are best served by retention?
Are there students for whom retention should
not be considered?
• What are the long-term effects of retention
and social promotion over the course of a
child’s academic career?
• Is social promotion effective for students?
Under what circumstances might it be
effective?
• Is delayed kindergarten enrollment changing
the composition of the kindergarten classroom?
Is this resulting in a change in expectations?
• Do children benefit from voluntary retention
to delay kindergarten enrollment?
• How do children with disabilities respond to
retention, social promotion, and delayed
enrollment?
• Which early and ongoing interventions must
accompany any of these practices?
Both the practices of social promotion and retention have negative effects. It is a failure of the system when educators and parents do not intervene prior to taking these steps. The question as to whether one or the other is the right answer will continue to receive varied answers until other effective interventions are found.
Works Cited
Frey, N. (2005, January 1). Retention, Social Promotion, and Academic Redshirting: What Do We Know and Need to Know?. Remedial & Special Education, 26(6ov-Dec), 332. (ERIC Document Reproduction Service No. EJ722328) Retrieved February 6, 2008, from ERIC database.
Jacob, R., Stone, S., Roderick, M., & Consortium on Chicago School Research, I. (2004, February 1). Ending Social Promotion: The Response of Teachers and Students. Charting Reform in Chicago Series. Consortium on Chicago School Research, (ERIC Document Reproduction Service No. ED483823) Retrieved February 6, 2008, from ERIC database.
English as A Second Language: ELL’s
Jaclyn Peluso
Fordham University
Of the many “hot topics” discussed, one that I am always interested in is concerning the ELL’s (English Language Learners). As stated in Carrasquillo (2004), “The English Language learner population in the United States continues to be linguistically heterogeneous with over 100 distinct language groups identified”. This quote here identifies the immense need for teachers to be open and fully aware of the ever changing and growing population of non-English speaking students. There is much controversy associate with providing ELL’s with the proper education they need to succeed in a mainstream classroom.
Carrasquillo states that English Language Learners are defined as students with a primary language other than English who have limited range of speaking, reading, writing, and listening skills in English. Second language programs use instructional approaches which involve students from various language backgrounds. There are also bilingual programs in which the curriculum is taught in both the native language and English, though the majority being English. It is said that if an ELL student has a mastery of their own native language, they can transfer those literacy skills to the second language they are acquiring. This can be identified as a huge “pro” towards the movement of increasing the literacy rates of non-English speaking students.
One major social issue concerning the ELL’s is the funding necessary for supplying these students with the proper programs for education. Sadly, not all schools are able to meet the needs of their students in regards to mastering the English language. “Not only have many language minority children been subject to segregated education, low teacher expectations, cultural incompatibility with dominant culture-oriented curricula, and the educational neglect experienced by minority children in general, many also face unique and equally severe form of discrimination which results from lack of proficiency in the language of instruction” (Schultz, 2001). This quote shows the need for teachers to develop a curriculum that is adaptable and will thoroughly address the needs of both ELL students and native English students. Though this is hard due to the fact that non-native speaking students will always be behind when first beginning any English language program, they are still capable of achieving proficiency through consistent
In my opinion, I believe that ELL students will benefit most from being immersed in bilingual education programs, where both English and the learners native language is taught. It is important that they are exposed to English as much as possible but also crucial that they can associate their native language terms with their second language. Specific methods and instructional strategies must be used to best teach ELL’s and they must be comfortable in their learning environment as well. I feel it is necessary that teachers are educated and have specialized training in the area of ESL if they have ELL students in their classrooms.
References
Carrasquillo, Angela, Kucer, Stephen B., Abrams, Ruth. (2004). Beyond the Beginnings: Literacy Interventions for Upper Elementary English Language Learners. Buffalo: Multilingual Matters Ltd.
Schultz, Fred. Sources: Notable Selections in Education. Connecticut: McGraw-Hill/Dushkin.
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