Explaining Stereotype Threats

Osborne, Jason W. (2001.) Testing Stereotype Threat: Does Anxiety Explain Race and Sex Difference in Achievement? Contemporary Educational Psychology, 26, 291-310.

A study was done to test whether anxiety explains differences in achievement related to race and sex. The hypothesis was that anxiety would explain the racial difference in academic scores. The study found that anxiety accounted for a significant portion of test differences between whites and blacks, and whites and latinos. However, the research did not find a relationship between anxiety and the test scores of native americans. This could be due to smalls sample sizes. The study confirms that stereoptype threat is a viable theory. The part of the article I found the most interesting was the researchers' recommendations for improving outcomes of students in minority groups. They discuss the importance of students viewing intelligence as malleable and emphasizing the learning curve and how far they have come. Also, implementing a multicultural curriculum can undermine stereotypes.

Culturally Responsive Instruction

Jones, Shelly J. "Culturally Responsive Instruction." Leadership (2007): 14-18. Print.

The article proposes that celebrating diverse cultures while simaultaneusly staying true to a standards-based curriculum is the best way to go about closing the achievement gap. In lower-income schools that have students from various cultural backgrounds it is important to create an environment where these differences are celebrating, however the school can not lose focus on the fact that its overall direction as a school should towards the mastering of standards.

The article then goes on to outline the five different guidelines to creating a culturally aware standards based instruction. The components are caring, communication, curriculum, instruction and standsards-based instruction. If teachers are able to encorporate these criteria into their daily lessons they will be able to create a hybrid of standards based instruction and a culturally responsive classroom.

When reading this article I found it to be less helpful than some of the other articles assigned to the ’09 cohort. I found that the article spoke in generals and clitches about teachings that were no more than common sense. For example, the article preached about importance teaching caring to creative a cullturallyl responsive classroom. This seemed common sense to me, for it obvious to see the difference having a caring teacher in a school environment can create. One thing I agreed with the author on is that having a multicultural environment is not enough to close the achievment gap. If all students in America are expected to follow standard based curriculum than it is imperative that minority students be held to the same standard. Having a structured curriculum is important in catching up these often times behind schools.

Project Based Learning w/ Standards

Mitchell, Sascha, Teresa Foulger, Keith Wetzel, and Chris Rathkey. "The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind." Early Childhood Education (2009): 339-46. EbscoHost. Web. 5 Nov. 2008.

This article examines how a first grade teacher implemented project based learning strategy, while simultaneously staying aligned to state benchmarks and standards. The article outlines the strategies the teacher used in both getting students invested in the projects and her own planning to align said projects to state standards. Project Based Learning in her classroom changed the environment from a teacher directed and centered room to an atmosphere where the teacher and students worked together to create a worthwhile output. The teacher was able to integrate project based learning and standards because although the projects were student centered the teacher created options and pathways that aligned to desired learning outcomes.

This article was interesting because it showed me that projected based learning and teaching to standards don’t have to be mutually exclusive practices. Often times as an educator I am torn between creating meaningful, student lead activities and trying to reach desired benchamarks. Often times when student run actiivites and lead their own learnigns they create wonderful products, but they aren’t necessarily aligned to standards. This article indicates that with the proper planning phases and guidelines students can lead their own education through the creation or projects, while simaultaneously covering benchamarks. This article has inspired me to try more projected based learning strategeis within my classroom because they can add to my progress through state benchmarks rather than delay my journey.

Motivation? I have none, can i borrow some of yours?

Liu, Woon C., C.K. J. Wang, Oon S. Tan, Caroline Koh, and Jessie EE. "A self-determination approach to understanding students' motivation in project work." Elsevier (2008): 139-45. EbscoHost. Web. 5 Nov. 2008.

This article explores the role of autonomy plays in student achievement. The article explored project based learning, which has been introduced fairly recently to schools in Singapore. The author reports that these schools have noticed a tremendous increase in student investment as a direct correlation to choice. Under project based learning curriculum students get a choice in their creative outlet, and consequently are more invested in the work they are producing. This is one of the strengths of projected based learning because autonomy allows students to feel greater related to the work they are creating.

The article then goes on to explore the 4 different types of behavioral regulations. The article defines external regulation as behavior controlled by external means. Examples of behavioral regulation include rewards and punishments from others. So a teachers incentive policy and management system would be examples of external regulation inside of the classroom. Introjected Regulation is the second form of behavioral regulation, and it is defined as internally controlled behavior, such as acting out of a sense of obligation or guilt. The article suggests that this mode of behavior changes from student to student, but possibly having a large connection to one’s home life. Identified regulation is the third from of behavioral regulation which occurs when a student follows classroom norms out of choice or because of their own sense of values. Finally, intrinsic motivation is actions undertaken for to entertain or to invoke self-enjoyment.

After reading this article I realized the value choice can have on increasing student investment. I have noticed in the past whenever I give studetns a choice their investment and quality of work is much greater then when the assignment is choosen for them. Currently in my class we are teaching classification of organisms, and I plan on using the principles of autonomy to increase student investment right away. When I give students problems and ask them to classify organisms I will give them a choice of which groups of organisms they want to break up. Having students feel as though they are driving their learning project a great tool to use within the classroom and one I plan on incorporating more and more within my own teaching practices.

I'm Racist and I didn't even know it!

Moule, Jean. "Understanding Unconscious Bias and Unintentional Racism." Phi Delta Kappan, Vol. 90, No. 05, January 2008, pp. 320-26.

This articles outlines unitnential racism, which is a type of racism of unintended racism that the subject doesn’t even know they possess. The article suggests that intrinsically all people have preferences and biasis towards certain ethnicities. The reason for this is that as humans we are programmed to quickly differentiate between friends and enemies, and skin color or ethnicity is a quick way we can group strangers.

The article further suggests that the best way to combat these unconscious biases within the school community is to vocally address them. Understanding that we all subject to have these biases within us and understanding strategies to cope with them is the best way to improve the culture of a school.

Furthermore, the article outlines a famous study conducted in the 1950’s in which a black child actually called a black doll bad and a white doll good. This indiates that the unconscious biases we have are not necessarily shaped by our race but rather by the images and unintended themes that are reinforced in the society we live in and the schools we attend. Thus it is our role as educators to make sure that we are conscious fo these biases within us and make sure we create an atmosphere that is culturally sensitive.

In my own classroom I find these messages to be very important. I am a white educator in a classroom filled of minority students. Teaching in a predominately Hawaiian and Samoan environment I need to be aware of my own biases and make sure that I don’t project them on the students. For me when a student is acting up or being a pain I need to make sure that I remember these actions are occurring because they are middle school kids and not because they are minority kids. I need to constantly be aware that I may have unintentional biases which result in my expecting less from my students because of their race, and I need to make sure that I don’t allow these unconscious thoughts to impact my teaching.

Multicultural Education

Burnett, Gary. "Varieties of Multicultural Education: An Introduction." ERIC Clearinghouse on Urban Education (1994). Print.

These article states that the original purpose of a multicultural education was to assimilate minorities into the larger, mainstream population. The aim was to have minorities fit in with the white majority rather than celebrate them for their differences. Today there is still great controversy as to what a multicultural education should look like. For the most part, American public schools agree that multiculturalism should supplemented to the school’s curriculum rather than replace or retract from it. In Florida a controversial 1994 court case proclaimed that public schools could teach curriculum celebrating other cultures, as long as the overarching theme made it clear that American culture was superior. Within my own experiences at school I remember writing essay questions in elementary school entitled “Why is the American Government the greatest government in the world”. So although as Americans educators we are expected to teach our students about other cultures and being sensitive to them, we are supposed to be keeping a patriotic undertone reflecting America’s superiority.

Within my own classroom I feel that it is important to have a mulitcutlural education. Teaching in an environment with a predominately Pacific Islander student population creates a lot of space for a meaningful multicultural education. The students come into class wanting to share their culture and experiences and as an educator I should foster this pride and incorporate it into the classroom.

Moore, more like BORE

In chapter 3, Moore breaks down different ways goals and objectives can be utilized in a classroom. Chapter 3 explains how important it is to have clear objectives and goals in your classroom because they drive student learning. We need to know where we are taking the students if we expect to be successful in getting them there. Moore tells about how teachers are accountable to various governing entities for student learning, and as part of that accountability it is important that we have a clear direction in our classroom.

Goals are the broad concepts you want students to comprehend in your classroom. Objectives are the more specific daily outcomes students will be able to master. Objectives should be clearly laid out for the students so they can be aware of what they are expected to master at the end of a given lesson. Furthermore, it can build a sense of accomplishment as students can feel as though they are on track with their learning if they are able to complete the daily objective at the end of a lesson. Finally, Moore illustrates how Bloom’s Taxonomy can be used to drive our daily objectives. It is important to craft our objectives in a way that we are asking students to achieve higher levels of thinking in accordance with Bloom’s Taxonomy.

Ableism... say what!

Hehir, Thomas. (2007). Confronting Ableism. Eduational Leadership, 64(5), 8-14.

This weeks article focuses on discrediting the ableism mindset when teaching students with disabilities. The ableism mindset believes that students’ with disabilities should focus on “curing” their disability rater than working with it. Rather than teaching a student strategies for coping with their learning disability a teacher following the abliesm mindset would focus on getting the student to overcome their disability. The article refutes this idea and gives many examples of prominent scholars with learning disabilities whom went on to have successful careers in education. The article concludes by providing alternative strategies to the ableism mindset. Early diagnosis and family involvement are crucial when dealing with students with disabilities. In addition, it is important to remember that students with learning disabilities’ are capable of producing quality work, so standards should be kept high with these students, and when possible integration into regular classes should be the goal.

Reading this article provoked strong emotions as my own mindset clash with the ableism train of thought. As a teacher I believe it is critical to teach to you students’ strengths. Coming from a sports background I see many parallels between coaching and teaching. A great coach works on his players’ weaknesses, but first and foremost he plays to his teams strengths. Spending all your instructional time focusing on the disability rather than the student seems like a coloscsal misuse of time. Furthermore, it can produce self-esteem issues for the child. Continually focusing on the disability itself can make the child feel as though there is something wrong with them. Teachers should utilize their students’ strengths, and for students with disabilities it is important to teach them strategies and mechanisms that allow them to succeed despite of their disability. It is pretty clear that the student’s disability isnt’ going away, so rather than trying to cure it working with it seems much more promising. When reading the article I couldn’t help think about the New York Jets new head coach Rex Ryan, who is an extremely successful football coach despite having dyslexia. Rather than trying to fix his problem Rex Ryan has learned ways to succeed despite of his condition, such as color-coding his play-calling sheet. This allows him quicker access to the plays he designed, which because of his dyslexia was at one time a very difficult challenge.

ELL Students

Carrison, Catherine (2005). “From Silence to a Whisper to Active Participation: Using Literacy Circles with ELL Students” Reading Horizons 46 (2).

This article advocates that use of literacy circles to improve reading levels of ELL students. For those who aren’t familiar with literacy circles, also known as book discussions, a typical literacy circle consists of a class of students gathering around to raise questions and dialogue about what they have just read. The study tracked ELL student reading levels for one teacher who incorporated various rounds of literacy circles into the classroom. It was discovered that the reading level of her ELL students increased dramatically throughout the course of one year.

The article argues that literacy circles are beneficial for ELL students because they foster a safe, sharing environment due to their collaborative nature. Literacy circles require students to both ask and answer questions about the text. This can provide a safe place for ELL students to tone their comprehension skills because not understanding the text and raising questions can be celebrated as active participation.

I personally agree with the idea of using literacy circles with ELL students. It gives them a chance to independently practice reading comprehension skill with the safety net of having a lengthy discussion afterwards. Furthermore, many ELL students suffer from low self-esteem because they are constantly failing at school. Literacy circles can provide a chance for these students to contribute to the class and be celebrated for putting forth effort and raising questions about words or concepts they didn’t understand. My only problem with this article is although I agree with the principal of literacy circles I believe the case study was not conclusive. ELL students did show improvement over the course of a year, however that doesn’t necessarily mean it was because of the literacy circles. The study lacked a control; it would have been interesting to see how ELL students at the same school performed if not involved with literacy circles.

cultural capital

DiMaggio, Paul (1982). "Cultural Capital and School Success: The Impact of Status Culture Participation on the Graes of U.S. High School Students." American Sociological Review. Vol. 47 (April 189-201).

This article explores cultural capital, which is the non-financial asset low income students can possess. Cultural capital is the educational and intellectual knowledge a child’s parent’s posses and their ability to share this knowledge with their child. The article starts off by stating that parents economic or ethnic background is in no way a compete way to measure a child’s likelihood to succeed academically. Rather the reason low economic backgrounds are often associated with poor academic results is because there is a correlation between low economic status and low cultural capital. Therefore, if a low income household raises its’ children in an environment with high cultural capital their children will be just as likely to succeed academically as a child from a upper economic family with the same cultural capital. The article uses data from the Netherlands in 1982 to show that across all levels of economic and ethnic backgrounds the number one indicator of student academic performance was the level of cultural capital they experienced at home. The study showed that students with high cultural capital were more likely to advance to secondary school versus and continue on to higher education compared to pursuing vocational training.

I agree with the assertions made in this article. I feel that the parents are the number one factor in a student’s academic success. It is much easier for a child in a poor school with driven parents to succeed than it is for a child in a wonderful school with non-invested parents to succeed. Cultural capital shapes a child’s entire attitude towards education, thus it is only fitting that it would show such a strong correlation towards success rate. It seems very common sense, if a child is constantly being bombarded with importance of academics at home they are more likely to succeed in school. Furthermore, some parents simply do not understand how the educational system works. A parent who is familiar with the college application process is going to be far more adept to aid their child’s college application process than a child whose parents never went to college.

critical analysis

1) Kreuger, A. B., and D. M. Whitmore. 2000. The Economic Journal, 111. The Effect of Attending a Small Class in the Early Grades on College Test-Taking and Middle School Test Results

This article explores a study designed to determine the link between classroom size of a child’s first four years of education (kindergarten to third grade) and secondary school test results. Both students and teachers were randomly assigned to either a small class of 13-17 students or a regular sized class of 22-25 students. After four years of education students continued their education in random class sizes. Both middle school math and english standardized test scores and college entrance exam scores were then compared for the two groups of students

The results showed that students who started off their education in smaller classes were more inclined to take college entrance exams (the SAT or ACT). Although students from smaller elementary school classes were significantly inclined to take these tests their actual test scores were only slightly higher than their counterparts in larger elementary school classes. There was no significant difference in middle school standardized test scores between the two groups of students. What this shows is that students who had more attention during early years of their education were more likely to attempt to go to college, especially among minority students.

From the data we can infer that students who have a more personal experience with education at a young age are more likely to develop a positive relationship with school. Although students in smaller classes don’t necessarily learn more they do gain an increased respect and appreciation for education, as evident by their increased participation in college entrance exams. This seems logical to me as my experiences have shown me that students who feel as though they have teachers who are invested in their academic growth are more likely to have the desire to continue their education in the future.

2) Hannafin, B. 2002. Evaluative, 12. Mashpee High School, Mashpee, PLATO (R) Evaluative Series.

This article explores a case study done on Mashpee High School. The school was struggling with it's math and english MCAS scores, and consequently hired an outside consulting firm, PLATO, to restructure the school. By changing the school's curriculum to target specific objectives covered on the MCAS and by aligning individual lesson plans with state standards MCAS scores improved from 64% passing to 84% passing in just one year.

This significant jump shows the effect aligning curriculum and lesson plans to standards has on assessment scores. By making sure lesson plans were aligned to state standards it assured that class time was being utilized to increase MCAS scores. This makes sense for having lesson plans that are aligned to state assessments insures that students are continually moving towards mastery of skills that are actually being tested at the end of the year. It helps the teachers and students stay focused on the end result, which is higher MCAS test scores. My only criticism of this study is that it only illustrates the effect of aligning lesson plans to standards in one school. This could have been an isolated incident or other factors could have aided in the rapid turn around of Mashpee High School. If the article outlined multiple schools that had similar results due to the consulting of PLATO the conclusion would be more credible. However, I do agree with the overall message of the article, which is that student achievement on standardized tests can be tremendously increased by aligning curriculum and lesson plans to state assessments. The significant jump in test scores by Mashpee High School demonstrates the correlation between aligned lesson plans and increased assessment scores.