Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
pros and cons to reflective practises
reflective practice case study
reflective practice case study
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: pros and cons to reflective practises
‘Helping students meet the challenges of academic writing’ by Fernsten and Reda is an interesting study how reflective writing practices can be useful for marginalized students, who are struggling with “negative writer self-identity. The possible causes according to Fernsten & Reda are, “issues such as race, class and gender that are marginalized factors for many basic writers”, in addition to the expectations of the dominant academic culture. However, even though Fernsten & Reda illuminated the ‘potential conflicts’ within the academic world, they have failed to provide conclusive evidence that supports their argument regarding their solution. Their reliance on dated research that provides a one sided historical perspective, may no longer accurately reflect current socio/economic issues. In addition, education has been evolving to an inclusive curriculum approach, as immigrated children enter the school system in record numbers. “Persons obtaining legal permanent status in the U.S from the year 2000-2010 are roughly eleven million” (Homeland Security,pg.10/2010). Fernsten & Reda’s confidence of their own limited teaching practices without legitimate comparables from an empirical study leads to their underlying assumptions about the true effectiveness of reflective writing strategies and the causes they believe are associated to a student’s socio/economic background.
Evidence given in Fernsten & Reda’s article, lists the numerous barriers students endure academically due to their socio/economic background. Factors include “negative self-identity of believing they are ineffectual and inept writers and internalize aspects of negative instructor discourses”. (Fernsten & Reda). Additional confirmation under the ...
... middle of paper ...
... practices could be put into action, to build towards an anti-biased curriculum and inclusive environment.
Works Cited
1) Carbone II, Steven A. (2010). Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. Student Pulse, 2.01. Retrieved from:
2) Routio,Pentii. (2007). Planning an Empirical Study & Normative Point of View.
http://www2.uiah.fi/projects/metodi
3) Kenneth Tyler | Ruby Stevens | Aesha Uqdah. (2003-2009). PREVALENCE OF CULTURAL BIAS EDUCATION. The Gale Group, Inc. All rights reserved
http://www.education.com/reference/article/cultural-bias-in-teaching/
4) Homeland Security. (2010) 2010 Yearbook of Immigration Statistics. Office of Immigration Statistics.
http://www.dhs.gov/xlibrary/assets/statistics/yearbook/2010/ois_yb_2010.pdf
Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom.
Promoting anti-discriminatory practice will feel and needs to be done by having positive relationships with all the children and young adults as individuals, showing respect to every child that offers their opinions and by communicating with them, support children who additional needs the same way you support a child without, encouraging the child to express their beliefs with other children and In order to promote anti-discriminatory practice the practitioner needs a message, that is conveying the message and to an appropriate audience to spread the message.
On a personal note, the reason I have selected the topic of racism in the classroom is two-fold. First, I am employed in a suburban school district where I occasionally witness social inequalities for students of color that play out and dramatically impact learning. Secondly, I was brought up in a family which espoused racist beliefs and principles. This self-examination serves as a critical means for me to come face to face with aspects of my own distorted misconceptions, and perhaps begin to undue a familial legacy of injurious thinking and
In Downs and Wardle’s article, they argue and identify the flaws in teaching writing in college. Demonstrating the misconceptions that academic writing is universal, but rather specialized in each case. Citing studies and opinions from esteemed professionals, Downs & Wardle state their points and illuminate the problem in today’s many colleges.
Critical Race Theory in education recognizes that Race and racism are prevalent and significant in the American school system. This particular theory has been used to understand the oppressive aspects of society based on race, culture and language in order to generate transformation in schools as well as in society (Sólorzano & Yosso, 2001).
Education is exceptionally significant for a minority student. A minority student faces economic issues with his or her lower class status. There is very little money. A minority student comes from a home in which parents have a low level of education. There are not many books around while growing up. A desire to change their economic and cultural position makes education their first priority as a goal they have to reach. Life’s circumstances did not give their parents the chance to go to school. Minority students have seen first-hand how hard it is to live throughout their lives without education. These students believe that if they ed...
In Patricia Limerick’s article “Dancing with Professors”, she argues the problems that college students must face in the present regarding writing. Essays are daunting to most college students, and given the typical lengths of college papers, students are not motivated to write the assigned essays. One of the major arguments in Limerick’s article is how “It is, in truth, difficult to persuade students to write well when they find so few good examples in their assigned reading.” To college students, this argument is true with most of their ...
A significant correlation between race and poverty exists, with Black and Hispanic Americans three times more likely to be impoverished than White Americans (Proctor and Dalaker 2002). The cycle of poverty and low-literacy functioning is well documented, as is the achievement gap between White students and students of color. Race is a persistent factor in employment statistics, educational attainment, and the acquisition of literacy skills, with significantly higher unemployment rates and lower educational attainment rates among Black and Hispanic Americans than among White Americans. The literature on learner attrition and on resistance to participation in adult literacy programs suggests that the current delivery system may not be meeting the needs or expectations of many adults. A small but growing body of literature questions whether cultural dissonance between instructors and learners is a factor in learner attrition, and it advocates increasing cultural relevance in literacy practices. Some of the writings also advocate helping learners move toward critical reflection and social action. This Digest explores the poverty-racism-literacy connection, specifically as it relates to adult literacy, the imperative for culturally relevant practices, and the development of critical literacy.
For the entirety of my undergraduate career I had the distinct ability to successfully write research papers, critical essays and journal entries. On the whole I feel that my writing was successful due to the fact that I received excellent grades as well as glowing comments of support from my professors. Please understand that I am not boasting about my grade point average, class rank or even attempting to claim that I am a good writer. However, I do feel confident in my abilities to write papers that speak directly to the question at hand while simultaneously addressing, although not necessarily adhering to, the professor’s point of interest. I must credit much of my success as an undergraduate to Mr. M of the High School English Department. My outlook on academic writing was drastically altered during the fall of 1997 with the help of Mr. M and a writing course entitled College Prep II.
Research demonstrates that this can be a difficult transition—accustomed to writing within an academic culture, students find themselves writing in an alien rhetorical situation where the consequences, good or bad, of their writing go well beyond a grade (Beaufort, 1999; Breuch, 2001; Flower & Ackerman, 1994; Spinuzzi, 1996; Winsor, 1996). For traditional students, whose workplace experience is often limited to part-time, and who have rarely identified themselves with their job (“I’m a waitress” versus “I’m a student who waits tables”), the workplace culture and the rhetorical assumptions implied within that culture must clearly be
Racism and ethnicity continue to affect the sector of education in most parts of the world. More often, it influences adults and children’s experiences in education at all levels and in various ways. These include professional employment, academic performance, parental involvement, social interactions, assessment issues, and curriculum development. Certainly, the terms racism and ethnicity identify as problematic and arise socially. Therefore, many people fail to recognize that racism is a perception about the color of the skin and traditions of a particular group of people. Racism and ethnicity exist in quite blatant and subtle forms. As such, racism and ethnicity usually lead to negative consequences for the group that does not belong to the dominant culture. The contemporary racism originated from various avenues, one of it being the society norms and upbringing. Indeed, as children grow, they exclusively rely on their parents or guardians to learn new things. Moreover, part of the upbringing involves teaching the children things about the society and the
A significant problem of practice in education is teacher bias. Teacher bias has implications around race, ethnicity, gender, sexuality and socioeconomic status. Teachers must be willing to examine their beliefs, acknowledge and overcome their biases. Teachers need to evaluate their practices in relation to their ideals as well as recognize and assess the position of power they hold in their classrooms in order to be true Social Justice Educators (Cooper, 2003).
It is very important for teacher educators to develop self-awareness of cultural biases and discriminatory practices as well as to exam the effects of their beliefs, their attitudes, and expectations for teacher
Crème, P., & Lea, Mary R. (2008). [PDF format]. Writing at University (3rd edition.), McGraw Hill Education. Retrieved from www.kantakji.com/fiqh/Research/ti134.pdf.
To know how to improve your college level writing skills, first of all you need to understand what college level writing is. Melzer (2011) states that College-level writing is a broad term with many different characteristics which focuses on self-thinking rather than engaging material with the idea that you have to agree with everything the author of the writing has to say; you have to know how to do proper research, your writing has to be persuasive, the organization of your ideas has to be sophisticated which means it has to varied, not following the same order/template every time, and all the arguments that you estate in your writings have to have strong back up support; grammar, and vocabulary are part of these characteristics as well (Melzer, 2011).