Refocusing Educator Perspectives When Teaching Students of Poverty

Autor/in	Stephens, Bradford R.
Titel	Refocusing Educator Perspectives When Teaching Students of Poverty
Quelle	(2019), (173 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morehead State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3920-8946-0
Schlagwörter	Hochschulschrift; Dissertation; Poverty; Teacher Attitudes; Knowledge Level; Low Income Students; Consciousness Raising; Barriers; At Risk Students; Classroom Techniques; Teaching Methods; Student Needs; Equal Education; Teacher Education; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Armut; Lehrerverhalten; Wissensbasis; Bewusstseinsbildung; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Sozioökonomischer Faktor
Abstract	Poverty is a prevalent issue within the global educational system. Research supports the facts that students of poverty have a higher high school dropout rate, attend and graduate from college at a lower level, and have lower lifetime earnings as compared to their upper socioeconomic peers. Today's educational workforce is not representative of this diverse group of students. While most teacher licensure programs attempt to educate on this group of students, the results are fortuitous. Statistical improvement concerning the overall success of students of poverty appears lackluster at best. This capstone has created a professional learning course to educate instructional, administrative, and support personnel on poverty. Beginning with an examination of the classification poverty through the cognitive differences experienced by children of poverty, the participant gains a better understanding of where their students of low socioeconomic background come from and a myriad of experience and difficulties they face daily. The final portion of the professional learning involves different methodologies and concepts that can be integrated into the classroom environment through appropriate planning and consideration when dealing with students of poverty. An educator is most effective when they consider the background of these students. Everyday tasks such as scaffolding in the classroom to the recognition of the additional daily stressors that these students face outside of their educational environment allow the educators to adapt their classroom environment to provide educational equity to these students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01