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Effects of segregation teachers, schools essay
Effects of segregation teachers, schools essay
Racial segregation in the public school system
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Grouping Students in Mixed-abilities versus Same-abilities Classrooms
Research on the social and cognitive effects of grouping students in mixed-abilities versus same-abilities classrooms is gaining increasing interest among practitioners and researchers. In hopes of attaining higher scores, many schools have adopted homogeneous ability grouping. Unlike them, our school has adopted the policy of mixed ability classes where students of different academic abilities study together in the same class. Indeed, there is a lot of research in favor of heterogeneous ability grouping, but is this beneficial to us?
Under this policy, students can have the opportunity to learn interacting and communicating with different people. People in the real world always have to learn to interact with others of differing abilities. Schools should offer learning experiences guided by well-trained professional educators focusing on authentic, real-world outcomes, even if sometimes those outcomes cannot be measured with grades or standardized test scores. Good children, in any case, are more important than good grades. Students under this policy can learn communication skills and have a better picture of how a society works in advance.
Students all learn at a different rate and they all learn in a different style or manner. However, they all can learn something important from each other under this policy no matter what students' various IQs or abilities are. That is one of the benefits of interacting in a classroom environment - students learn from each other as well as from the teacher.
Also, the academically stronger students can increase the incentive of the weaker students to work harder. Seeing the academically stronger students getting good results, the weaker students will probably follow their examples and start to work harder too.
This policy can also prevent weaker students to have low expectations or perceptions on themselves. If they are grouped based on their abilities, it may convince someone who is in a class based on "lower ability" that he/she is dumb or limited and should not expect to achieve as much in life as the "higher ability" students. We all know that low expectations of oneself usually result in a low level of accomplishment. Therefore, the current policy can avoid stereotyping any kinds of students.
Mixed-ability grouping is not a magic bullet. Education should be in the business of setting the expectations and striving to help EVERY student realize his/her full potential.
Grades also cause a seen diversity among the students. That would be the half that get great grades, and the other half with lower grades. At a young age children can realize which section the fall into. Some students that fall into the lower half may push themselves to do better, but others will not. They see no point when they think they cannot be the higher half. The odds are not in those kids favor, and they know
Board of Education outlawed educational segregation, the Illinois School District had created a completely different gifted program for Hispanic students, separate from the White students’ gifted program. Ford found that in 2009 and 2001, the RDCI (The Relative Difference in Composition Index) researched and concluded “at least one half million African American and Hispanic students combined are not identified as gifted” (Ford 145). While African American Students are rising to be the majority race in public education, the percentage of African Americans even being recognized as gifted or academically accelerated, is not proportionally increasing (Ford). Society hold precedents with people who have superior intelligence over those who do not, but how can superiority even be concluded when all people are not given the opportunity to have an enriching education? African Americans are not able to increase their percentage of gifted students because African American students are not given the chance to be even recognized as worthy or capable of such achievements. As society advances further academically and leaves African Americans with an unquail education, the percentage of African Americans attending college and entering professional careers
To consider every single student’s ethnicity could lead to the problem that teachers provide different kinds of information for different students. I am of the opinion that every student needs to be taught the same information, everything else would simply be unfair. Of course, different students understand different kinds of information better or harder, but that does not mean that it is right not to give each student the same opportunity of getting information. I think all students should be taught a same variety of methods, but considering each student's ethnicity they should be given the possibility to find out what methods suit best for them individually.
...s with 2.5 grade point average students and economically diverse students in the same classroom there is no limit to the enrichment to the academic environment as a whole.
Among the predominant explanations offered for the existence of disproportionate ethnic representation in special education is the influence of poverty or socioeconomic disadvantage on the academic readiness of minority students. The National Research Council (NRC) reported on research that was conducted and concluded with a “definitive yes” that there are “biological and social/contextual contributors to early development that differ by race and that leave students differentially prepared to meet the cognitive and behavioral demands of schooling” (Skiba, et al. 131). The NRC suggested that the effects of a number of biological and social factors could be included under the broader heading of poverty. The relationship between disproportionality and poverty
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Racial Groups: Conceptual Perspectives and Practical Suggestions. VanTassel-Baska, J.L., Cross, T. L. & Olenchak, F. R. (Eds.). Social-Emotional Curriculum With Gifted and Talented Students (pp. 133-151). Prufrock Press Inc. Waco, Texas.
...ting them choose their own groups to be in during class, as offering multiple ways to complete projects, different assigned reading topics, and etc. The student can only get out of the class as much as they put in. Even though the students may wish the teachers would give less homework or let them read Sports Illustrated in class, there is a fine line between academic learning that incorporates “street smarts” and academic learning that lacks on the academic part. Teachers must insure their students are learning the required material and that they are not taking detours from learning about topics and ideas that students need to be successful after college.
Hopkins, G. (2003). Is ability grouping the way to go---or should it go away? Retrieved April 10, 2004, from http://www.education-world.com/a_admin/admin009.shtml
Sharpe, M. N., & York, J. L. (1994). Effects of inclusion on the academic performance of
The idea behind ability grouping, or tracking, is that “many school practitioners assume that grouping by ability promotes student’s achievement because, it is argued, all students learn best when grouped with students of similar capabilities or levels of achievement.”(Perceptions) There are many arguments for either side, thus begging the question “is ability grouping an efficient way to handle differences in student abilities?”(Education World) Contrary to today’s popular opinion, which naturally runs against the current educational structure of our schools, I believe ability tracking is an effective and worthwhile means of educating our youth, for a variety of reasons. Ability tracking promotes academic achievement, quality instruction, and is a means of student motivation. Unfortunately, those who do not participate willingly in the tracking program can easily become lost or distraught with the system. This having been said, I don’t deny the fact that many improvements can be made to the existing system as a means of expanding and providing opportunities to all those who desire success.
Does ability grouping increase the academic achievement of gifted students? Does it hurt the self-esteem or achievement of the average or below average students? Should the curriculum vary by ability group? The controversy on whether or not ability grouping is the best or right way to divide classes has been debated for years. There are just as many proponents for ability grouping as there are opponents and there is also a wide variety of research done. In education, this controversy still has yet to be solved and more research is needed. To understand ability grouping, one has to know what it is, the pros and cons for it and why it is more about the quality of the education than the groups the students are placed in.
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
There are many school-wide behavior expectations that will included in my future planning to establish a learning environment and decrease disruptions in the classroom. For this reason, I will teach social behavior to students during my lecture and provide opportunities so they can interact among each other. According to Flannery and Fenning (2014), teachers need to recognize and respond to the need to teach appropriate social behavior at the same time they are teaching the specific lesson (Flannery & Fenning, 2014). I chose these expectations mainly because it helps students meet their needs with a positive behavior and provide opportunities for students to develop social skills. Teachers need to provide opportunities for all students to practice and enhance their social skills (Banks & Obiakor, 2015). Another reason why I chose these expectations is because it enhances student’s positive behavior of culturally and linguistically diverse students. For instance, different resources will be assigned to students where they will be able to practice their skills and change their attitude to become better citizens. For this reason, schools must begin focusing on providing students the skills, attitudes, and knowledge they will need to be successful in the pluralistic and interdependent world in which students will live and work as adults (Diaz-Rico, 2014). Providing meaningful
The learning environment connects the classroom to the community through a democratic approach. This community based learning brings the world into the classroom so students can implement social change and challenge social inequalities. The curriculum focuses on student experience and taking social action on real problems such as hunger, violence, and discrimination. It is important to instruct students to explore in group settings so they can work together to analyze and develop theories that can help each other and make a real different in the world. As a future educator, it is important to not only to teach my students the issues in our world, but how we can work together to find