Greg Perdue Educ. 210 Ms. Elmore Greg Perdue Educ. 210 Ms. Elmore.
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Transcript of Greg Perdue Educ. 210 Ms. Elmore Greg Perdue Educ. 210 Ms. Elmore.
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Effects of Poverty on School Success
Greg PerdueEduc. 210
Ms. Elmore
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Justin AKA “J”
Breckinridge Middle SchoolEighth Grade
Great Personality
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Two Types of Poverty Generational- Two or more generations
Situational- Serious Incident occurring (death, chronic illness, divorce)
(Payne 47)
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2006 U.S. Census Bureau
Cultural Group Population in Poverty
Percentage of the Total U.S. Population in Poverty
Percentage of the Cultural Group Population in Poverty
White 20 million 50% 10%
African American 9 million 23% 25%
Hispanic 9 million 23% 25%
Asian or Native American
2 million 5% 16%
(Tileston, Darling 5)
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“The extent to which an individual does without resources.”
Financial: Emotional:
Spiritual: Mental:
Physical: Relationship/Role Models:
Support Systems: Knowledge of Hidden Rules:
(Payne 7)
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Disadvantages Prior To The Child Entering School?
Dysfunctional, Abusive homes where education is not valued
A Lack of parental involvement because of disinterest or work obligations
Negative peer pressure about the value of learning Environmental conditions such as living in a high
crime, high noise area, or not having a quiet place and time to study
Poor nutritional factors that affect ability to concentrate
(Swain 52)
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What “Spectacles” Do You See Through?
Teacher
Euro American Cultural Value System
Middle Class
Student
Native American Indians
Native HawaiiansNative AlaskansLatin AmericanAfricans AsiansArabs
(Tileston, Darling 32)
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Differentiated Classroom Differentiating Context
• Inclusion of students languages, cultures, and daily experiences into the academic and social context of school
• Explicit teaching of the dominant culture’s expectations Differentiating Content and Product
• Relevance, Rigor, Relationship• How to Evaluate
Differentiating Process• Experiences and opportunities for processing
information(Tileston,Darling, 55,80,103,109)
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We Are The KeyAn education is the key to getting out of, and staying
out of, generational poverty. Individuals leave poverty for one of four reasons: a goal or vision of
something they want to be or have; a situation that is so painful that anything would be better; someone
who “sponsors” them (i.e., an educator or spouse or mentor or role model who shows them a different
way or convinces them that they could live differently); or a specific talent or ability that
provides an opportunity for them (Payne 61)
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Bibliography Biddle, Bruce J., ed. Social Class, Poverty, and Education.
New York: RoutledgeFalmer, 2001. Print.
Darling, Sandra, K., Donna, W. Tileston, Why Culture Counts: Teaching Children of Poverty. Indiana: Solution Tree, 2008. Print.
Payne, Ruby, K. A Framework for Understanding Poverty. Texas: aha! Process, Inc, 2005. Print.
Swain, Carol M. “An Inside Look At Education And Poverty.” Academic Questions 19.2 (2006): 47-53. Academic Search Complete. Web. 19 Oct. 2011