Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation

Autor/inn/en	Dotson, Lauren; Foley, Virginia
Titel	Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation
Quelle	In: Journal of Learning in Higher Education, 12 (2016) 2, S.33-44 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-346X
Schlagwörter	Poverty; Academic Achievement; Teacher Education Programs; Standardized Tests; Educational History; Accountability; Common Core State Standards; Socioeconomic Status; Academic Standards; Middle School Students; National Curriculum; Reading Achievement; Mathematics Achievement; Statistical Analysis; Educational Research; North Carolina + Suchen Sie Ihr Suchwort? Armut; Schulleistung; Standadised tests; Standardisierter Test; History of education; Bildungsgeschichte; Verantwortung; Common core curriculum; Curriculum; Kerncurriculum; Socio-economic status; Sozioökonomischer Status; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Bildungsforschung; Pädagogische Forschung
Abstract	This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement the focus of this paper. Recognizing the impact of poverty on student achievement as measured by standardized tests the authors question the explicit practices of teacher preparation programs in preparing teacher candidates to work with students of poverty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01