Kim Warga
Multicultural Foundations of Education
Dr. K. King
February 26, 2008
Critical Reflection Project #2
Hot Topic: Parental Involvement in Education
While there are numerous hot topics concerning our education system, I feel that the topic of parental involvement is one facet of education that can be addressed and fixed to make vast strides in the quality of education for our children. The simple issue of having a parents present when helping with homework or in attendance at class meetings may not seem so vital; however, it is something that can make a huge difference in a child’s life.
Many feel that parental involvement in schools provides numerous benefits which allow for a more successful school experience. There have been multiple research studies done that have shown “parents are instrumental to their children’s academic success and that parental involvement has a positive impact on student achievement” (Stewart, 2008, pg. 4). Parental involvement does not only include homework help; other facets of this issue include attendance at teacher conferences and involvement in school activities, such as open houses and social activities” (Stewart, 2008, pg. 5). Johnson and her colleagues (2005) point out that there has been such a drastic decline in parental involvement through past decades, so much in fact, that some theorize public education may not survive the next century. This may be hard to fathom, but “parental support has always been the backbone for public education” and without it, “the schools that lack communication with parents may not survive” (Johnson et al., 2005, pg. 476). School maybe the main place where a child grows a sense of character, but “the most profound impact on students' development comes from their families, notably their parents — whether we look at social, moral, behavioral, or academic development” (Berkowitz & Bier, 2005, pg. 1) These are only a few reasons why parental involvement is important.
Unfortunately, being involved in their children’s scholastic lives is not always easy for some parents. Mothers and fathers that work multiple jobs, have a low socioeconomic status, and fight to make ends meet may not be able to get involved. They may not be neglecting their responsibilities, but rather just unable to do everything that is required of them in just one day (LaBahn, 1995). Other parents “feel un-welcomed at school, lack knowledge and education, and may not feel that education is important” (LaBahn, 1995, pg. 2). Some parents may not speak English or be able to comprehend the school work of their children. This leads to embarrassment and neglect of parental involvement in their child’s lives which lead to less parental involvement in schools.
I think parental involvement is something that is completely beneficial and necessary for a child’s success. We learn and grow from our parents; when our children go off to school, parental care is needed more than ever. Parental involvement helps guide a child and make them better individuals. As said earlier, a child with involved parents ends up achieving higher grades academically, does a better job of communicating, has better morals, etc. Parents help to shape their child’s character. Obviously, parental involvement is necessary but is not always easy. There are many preoccupations and responsibilities parents face. Schools need to promote programs that help guide parents enforce communication and involvement. These “how to’s” can make a parent want to become more involved and take pressures away, putting parents more at ease. At the same time, companies need to keep in mind that children are the future of our world. There needs to be higher pay and more flexible hours for parents with school aged children. These times are monumental and can easily make or break a child. Communication is necessary for the prosperity of schools and school communities. Not only do the parents need to make an effort with the desire of their children to do well, the principal and teachers also have to make strong efforts to communicate to parents how important they are and beneficial they can be to a child’s scholastic life.
References:
LaBahn, J. (1995). Education and parental involvement in secondary schools: Problems, solutions, and effects. Educational Psychology Interactive, 20, 120-126.
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.
Stewart, E.B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school and individual level factors on academic achievement. Education and Urban Society, 40, 179-204.
Berkowitz, M.W. & Bier, M.C. (2008). Character education: Parents as partners. Educational Leadership, 63(1), 64-69.
Tuesday, February 26, 2008
Saturday, February 23, 2008
2/27/08 Critical Reflection #2
Please post Critical Reflection #2 in this area...you can post from your dashboard by signing in and creating NEW POST....
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Deadline for this 2nd online entry is 2/27/08 12pm
I hope you realize that this is going to be a great resource for all of you to use in the future!
Enjoy the experience in blogging.
Sincerely and virtually yours,
Dr King
Or you can post as a comment directly below this text...
Deadline for this 2nd online entry is 2/27/08 12pm
I hope you realize that this is going to be a great resource for all of you to use in the future!
Enjoy the experience in blogging.
Sincerely and virtually yours,
Dr King
Wednesday, February 6, 2008
Critical reflection
“Hot topics” in the Education World Today
English as A Second Language: ELL’s
Jaclyn Peluso
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
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.
Schultz, Fred. Sources: Notable Selections in Education.
Inequalities in American Public Schools (Segregation)
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
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
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