Transcript ED 1010 1

ED 1010
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1. In the U.S. the least likely family pattern is
a) a single-parent family.
b) a blended family with children from previous
marriages.
c) children living with grandparents or other
relatives.
d) a two-parent family with two children and the
mother staying at home.
2. Which of the following is NOT true of U.S.
families?
a) Families headed by married couples make up
over half of all households.
b) The majority of women with children are in the
workforce.
c) The poverty rate for families headed by single
parents is roughly comparable to that of the
general population.
d) The divorce rate has increased from 1978 to
2000.
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Traditional family—husband as primary
breadwinner, stay-at-home mother, and 2
children—makes up only 6% of U.S. families.
68% of families composed of married couples.
70% of women with children work.
32% of children live with single parent or some
other caregiver.
Poverty rate for single-parent families 7–8 times
higher than for families of married couples.
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Childcare: before and after school
 Latchkey: problems with lack of
supervision
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How does this impact the teacher?
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3.
Which of the following is NOT included as a factor
in socioeconomic status (SES)?
a) Occupation
b) Marital status
c) Income
d) Education level
4.
Which of the following is NOT true of poverty in the
U.S.?
a) Poverty in the U.S. is comparable to poverty
rates in other industrialized countries.
b) Poverty is more common among minorities.
c) Poverty is more common among families headed
by single mothers.
d) Poverty is more common among children.
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Fulfillment of basic needs
Ruby Payne
survey
› Maslow’s Hierarchy of Needs
Family stability
 School-related experiences
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› Students learn as much during the school year. Middle class
students gained ground over the summer while low-income
students lost ground. (Alexander, Entwisle, & Olson, 2001)
Interaction patterns in the home
 Parental attitudes and values
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Socioeconomic Status (SES): The combination of family income,
parents’ occupations, and the level of parental education
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Upper class
› $170,000 +
› Educated, professional occupations
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Middle class
› $40,000-170,000
› Educated, white collar, skilled blue collar
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Working class
› $25,000-40,000
› Blue collar, high school education, maybe some
college
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Lower class
› Below $25,000
› Unskilled labor
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Impact of SES
Middle and upper class parents tend to
include their children in adult conversations
and ask their child’s opinions. (Rothstein, 2006)
 Middle and upper class homes usually
have many books and periodicals. (Rothstein,
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2006)
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Ratio of verbal encouragement: scolding
› Toddlers of professionals 6:1
› Toddlers of working class 2:1
› Toddlers of poverty 1:2 (Hart & Risley, 2003)
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Verbal interactions – words by age 3
› Professional parents – 30 million
› Working class – 20 million
› Poverty – 10 million (Hart & Risley, 2003)
› This difference resulted in children of
professionals having vocabularies 50% larger
than working class children and twice as
large as children of poverty.
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Attitudes about education and schools
› Homework and extracurricular support
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Children of poverty
› Lower birth weight
› Poorer vision, oral hygeine, nutrition, medical
care
› More lead poisoning, asthma
› More mobility – move schools
› Higher absenteeism
Each student needs a school that is safe,
nurturing, and demanding with teachers
providing high expectations and effective
instruction.
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What does it mean to be homeless?
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What are the unique needs of the
homeless?
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More common than many adults realize
› 74% of 8- to 11-year-olds and
› 86% of 12- to 15-year-olds reported bullying
in their schools.
Often occurs in places in schools outside
the classroom
 Often ignored by teachers
 Requires a school-wide effort by all
teachers
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Bullying and Peer Relationships
› Sneetches
› Video
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1. How do social cruelty and bullying affect
the students involved?
2. Where are social cruelty and bullying
most likely to be found in schools?
3. What can teachers do about the
problems of social cruelty and bullying?
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5. Which of the following is NOT true of teenagers’ sexual behaviors?
a) Almost half of teens reported being sexually active by
the end of high school.
b) The majority of sexually active teenagers use condoms.
c) The U.S. has the highest teenage birthrate among developing
countries.
d) The teenage birthrate has declined recently.
6. Which of the following is NOT true about school violence and
crime?
a) Student concerns about school safety are highest at the middle
school level.
b) The most common form of school crime is theft.
c) Violence is most common in schools located in urban areas.
d) Students are safer in their neighborhoods than in school.
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7. Which of the following is NOT true of zero-tolerance
programs in schools?
a) They tend to be implemented differentially in
different schools in the same district.
b) They tend to affect minorities to a disproportionate
degree.
c) They often result in expulsion from school.
d) They are effective in differentiating between major and
minor offenses.
8. Which of the following is NOT true of teenage suicide?
a) Boys are more likely than girls to attempt suicide.
b) The teenage suicide rate has quadrupled in the last 50
years.
c) Boys are more likely than girls to succeed at suicide.
d) A relatively small percentage of teenagers attempt
suicide.
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 U.S. teenage pregnancy rate highest among
Western industrialized countries
 Almost half of teenagers report being sexually
active, some before age 13
 Controversies in sex education center on
abstinence-only versus more comprehensive
approaches.
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 Experts estimate between 3 and 10% of US
students are homosexual
 Student struggling with same-sex feelings tend to
be depressed and have higher rates of drug use
and suicide.
 Sexual harassment: unwanted and/or
unwelcome sexual behavior that interferes with a
student’s sense of well-being
› 4 out of 5 students reported sexual harassment in
schools
› Students feel powerless, worthless
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Over half of all students tried an illicit drug by the
time they finished high school.
 75% of high school seniors reported alcohol use,
47% in the last 30 days.
 45% of seniors experimented with marijuana or
hashish.
 50% of seniors, 39% of 10th-graders, and 26% of
eighth-graders reported smoking cigarettes.
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Becoming a national epidemic that starts during
school years
 Exacerbated by multiple factors:
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› Sedentary lifestyle focused on TV and computers
› Diet
› Lack of exercise
› School soft-drink policies
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While a serious problem, incidence of crime and
violence has decreased in recent years
 Students safer in schools than in their
neighborhoods
 Crime and violence related to poverty in
neighborhoods
 Student concerns highest at middle school level
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Intensive
Interventions
5%
Targeted Supports
15%
Schoolwide Supports
70%
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14% of public schools current have a school
uniform policy. (NCES)
 A school-wide effort to combat crime and
violence
 Popular in many districts and supported by
courts
 Critics claim
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› Violates students’ individual rights
› Unsubstantiated effectiveness
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Advocates counter with these claims
› Improved discipline and classroom behavior
› Increased school attendance and respect for teachers
› Better school performance
› Lower clothing costs and social stratification
› Decreased crime and violence
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Students automatically suspended for offenses
involving weapons, threats, or drugs
 Mandated by Congress and enforced by 75% of
all schools
 Supported by teachers (70%) and parents (68%)
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Advocates claim they work, making schools
safer.
 Critics question their effectiveness and find
flaws in implementation, especially for
minority students.
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Zero Tolerance Video
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1. What are the major goals of zero-tolerance
policies?
2. What are the advantages and disadvantages of
zero-tolerance policies?
3. What could schools do to minimize the negative
effects of zero-tolerance policies?
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Third leading cause of teen death (after accidents
and homicide)
 500,000 youths each year attempt suicide, and 5,000
succeed
 Related to
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Family conflicts
Drug use
Peer harassment
Failed peer relationships
Teachers often in the best position to notice danger
signs
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An abrupt decline in the quality of schoolwork
Withdrawal from friends or classroom and school
activities
Neglect of personal appearance or radical
changes in personality
Changes in eating or sleeping habits
Depression, as evidenced by persistent boredom
or lack of interest in school activities
Student comments about suicide as a solution to
problems
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You’re a middle school teacher in a rural district, and you
meet with your homeroom students every day. You use
homeroom to take care of daily routines and get to know
your students as individuals. Janine has always been a
bright, happy student who gets along well with her
classmates. Lately she seems withdrawn, and her personal
appearance is disheveled. As you periodically look at her,
you see that she seems hesitant to make eye contact. You
ask her to come in after school to talk. She says she has to
go right home to help care for her younger brothers and
sisters, so you suggest her lunch break instead. She
reluctantly agrees.
When she comes in she appears nervous, fidgeting with her
hands and refusing to look at you. You ask her how she
feels, and she replies, “Fine.” You mention that she seems
to be different lately, preoccupied. She only shrugs. You
ask if there is anything bothering her, and she shakes her
head no. You reaffirm your availability if she ever wants to
talk, and she smiles briefly. As she gathers her book to get
up and leave, her sweater slides off her shoulder, revealing
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bruises.
“Janine, what happened to your arm?”
“Oh, I fell the other day.”
“But, how did you hurt the inside of your arm?”
Janine’s pained and embarrassed expression
suggests that a fall wasn’t the cause.
“Did someone try to hurt you, Janine? You can
tell me.”
“Only if you promise not to tell,” she blurts out.
Without thinking, you agree. She then
proceeds to tearfully tell you about an angry
father who has been out of work for months and
who becomes violent when he drinks. As she
leaves she makes you promise that you won’t tell
anyone.
What would you do in this situation?
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Teachers required by law to report
 Teachers protected by law if they report
 Possible signs include
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Neglected appearance
Sudden changes in either academic or social behavior
Disruptive or overly compliant behavior
Repeated injuries such as bruises, welts, or burns
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9. Which of the following school approaches to children placed
at-risk has been found to be most effective?
a) Zero-tolerance programs that address school crime and
violence
b) Drug and alcohol programs that stress mental as well as
physical health
c) Active involvement of community resources in
redesigning schools
d) Security efforts that make schools safe havens for
children
10. Which of the following most accurately describes the
difference between less- and more-effective teachers for
students placed at-risk?
a) More effective teachers have better classroom
management strategies.
b) Less effective teachers use more indirect methods of
instruction.
c) Less effective teachers place too much emphasis on
motivation.
d) More effective teachers are more interactive in their
teaching.
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Urban schools tend to be larger and more
impersonal.
 Urban students often commute from
geographically diverse neighborhoods, making
access to friendships and extracurricular
activities more difficult.
 Teachers are crucial for student success
because they are often the major human link
between schools and students.
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Can have a significant effect on
subsequent earnings
› High school graduates earn 34% more than
dropouts
› High school dropouts earn $260,000 less over
a lifetime
› Closes the door to college
Influenced by student ethnicity and SES
 Individual teachers can influence through
caring and effective classroom practices.
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Serve as a family resource center for a range
of social and health services
 James Comer’s School Development Program
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› Provides a comprehensive web of outreach
services to students and their families
› Produced increased achievement, improved selfconcepts, and decreases in absences, suspensions,
and management problems
› Requires redefined teacher roles
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Schools are safe and orderly with an emphasis
on community and student responsibility.
 Teachers are personal and caring, emphasize
student responsibility, and have high
expectations for students.
 Effective instruction is interactive with increased
structure, support, and feedback.
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