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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.
Students brought up in a system of incentives get accustomed working for grades. So yes. It works for many students to motivate work. But if "working" means learning, these external incentives teach the students the wrong thing to aim at, the wrong reason for doing it, and often the wrong way to do it. If we are hoping our students will be life-long learners, why would they continue learn in the grade-less post-graduation world? (Schwartz, 2011)
Intelligence has begun to define individuals globally, but the goal of the minimum grading system is fairness and equality. Fair share grading is when all students in the class take an intended exam, but the class average score of the test is given to every student. Each student will receive the same grade even if one did better or worse than the average score. That being said it could reduce dropout rates, test anxiety, and competition between students. On the other hand, students could be affected negatively because it could lead to false self-value and unfairness to those students who study harder in order to earn higher grades. The debate continues about whether students should be separated by intelligence or be given equal grades in order
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.
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
A longstanding national issue that continues to concern the public is the disproportionate representation of children from diverse racial and ethnic backgrounds in special education. The fact is that the proportion of minority students in the population of school-age children has risen dramatically to over 35%, which is increasing the diversity of students in many public schools throughout the nation. This makes the phenomenon of disproportionality especially troubling. With a growing population of minority children comprising a greater percentage of public school students, we must be responsive to the growing needs of an increasingly diverse society. The overrepresentation of minority students in special education has been posed as an issue for more than 3 decades, but it is worth asking whether the efforts of legislative actions, educational reforms and legal challenges have really made improvements to this issue. More importantly, disproportionality should be examined as a correlation to underlying conditions that can pose a great effect upon not only the quality of a child’s education, but also ______.
Some educationists believe that awarding high grades have increased the competition. They think that getting higher grades requires efforts, and it will motivate students to do more hard work to achieve “A” because most of their contemporaries will be getting above average
According to PHYS.Org “Its time to end segregation of special education students, professors say” has proven research that all students have higher achievement in fully integrated environments. In the article Sailor said “The EHA was never intended to create an entirely separate system, yet that’s what happened. Special education became a place instead of educational supports”. Disabled students have more of a passing rate in normal schools because they pick up on what the teachers have to say to them in their lessons. Some teachers focus on disabled students so they can have a higher success rate. Individual Educational Plans don’t benefit for specific kids with disabilities. With research it shows that kids with disabilities focus and interact in the classroom rather then being alone with people they cannot associate with. If they are placed individually they will never be able to see how the world is but in their own
...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.
Students of color faired no better in relation to admittance to special education classes; students of color were found more likely to be recommended or admitted to special education classes than their white counterparts. While researchers were optimistic at the beginning of their research, assuming to find higher instances of academic success in higher centers of wealth amongst minorities, they became quickly disillusioned after finding that money simply was not a factor. Special education was looked at in two forms, the latter being the less conventional form, that is students being academically gifted. As would be the assumed outcome, researchers found that students of color were more likely to be left out of programs such as International Baccalaureate and Advanced Placement than their white counterparts, no matter what their economic standing may be. At the time of this articles printing, it was stressed that AP courses since the beginning of the data set in 1984 had tripled in availability. While this was promising, it also stressed that access to these course in areas of high poverty (Urban and Rural) was relatively
The issue of ability grouping has caused controversy in the education community. Some education scholars say that ability grouping. A study by Dallas Independent School District found that ability grouping not only helped the top groups of students, but the entire spectrum of students learned more than mixed-ability classrooms (Garelick 2). This is not a practice that benefits only the white, rich, or intelligent, but a practice that helps the entire student body. Joann DiGennaro reminded us that mixed ability groups hurt almost everyone involved because the top students are bored and unchallenged and the bottom students are left behind (DiGennaro 2). Ability grouping insures that every student in every school is challenged yet prepared, and prevents anyone from being left behind or ahead. It is the duty of the education to meet the needs of every student, and ability grouping is a medium to insure that the goal is met.
...f certain oppurtunities to succeed. Also, increasing the representation of underrepresented groups will solve the issue of lack of opportunity. By allowing students to be fairly represented, it increases the likelihood of their issues being given a voice, and gives students as well as the following generations of minorities greater access to opportunity.
It also presents a challenge for the teacher to be able to adequately reach and challenge all levels. Having higher students helping lower students is always an option, but should not be used exclusively. The gifted students need to be challenged with independent projects and group projects with students that have similar strengths. Likewise, the students that are lower need to have more teacher directed time as well as similar peer groups to discuss and develop ideas with. Those students who are in the middle or average range can be grouped in either direction depending on their strengths and personalities. Some students have a stronger math sense and are up to being challenged at the gifted level, and some may struggle more and would benefit from a more structured reteach. Ultimately, the teacher should have options for all levels and have activities available for differentiated groups. The groups may change from day to day, concept to concept and subject to subject. One specific example I would use in my classroom is with math problem solving. For those students who fully get the concept and excel, I would have them create their own word problems and exchange them to solve. The group that was on target but not specifically excelling would have hands on practice to do independently or with a partner. Then group that is struggling would be working with me highlighting key words, and using manipulatives as necessary. Then groups would be fluid so students could move “up” or “down” as they improved or
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.
Meeting the needs of academic diverse learners is the responsibility of their instructor. These diverse learners may include students who are one or more grade levels below classmates and the gifted student who is that much above. How can educators meet the needs of these students when their learning abilities are found at opposite ends of the instructional spectrum? The answer is planning successful lessons involving engaging activities, a variety of texts, technology implementation, and flexible grouping. The following is a lesson I implemented covering these key components.
...the pressure of keeping up with other students. Here, they can work at their own pace and figure out a solution that best works for them to understand or solve a problem. One last idea school reform should address in creating an equality of opportunity in public schools would be to set standards and spend more time in the classroom on these important tasks. These standards are put into place to help evaluate one’s progress. It’s important to have some standards in place, but they need to be feasible. To make such standards feasible, the teacher will be able to tailor it so that the standard can be met by the student. Spending a decent amount of time to get students to reach these standards is imperative. Without a sufficient amount of time, students may not be able to grasp and fully understand what is being taught to them resulting in standards not being met.