Please enable JavaScript.

Coggle requires JavaScript to display documents.

Lewis McCoy - Making Public Schools Private Jigsaw group (A Relational…

- - - - Family Background
      - Institutional Reception
      - Socioeconomic Status Race Gender Family Type Length of Residence
      - Perceived Background Formal and Informal Rules Local History
  - - - A majority of the students found it hard to empathize with the some of the people that they worked with and maintained a “them versus us” mentality, evidenced by some of their comparisons across racial lines and the use of words like “them”, “those people”, “American” when referring to themselves and related terms that create clear divisions between the pre- service teachers and the people they worked with on their service learning projects. (Abdullah 37)
      - “White Disadvantage not only affects diverse student populations in a negative way but also keeps pre-service teachers who experience the phenomenon from becoming the best teachers that they can be.” (Abdullah, 2015, p.40)
      - “Fifty years after school desegregation, white middle class students are still being raised in racially segregated schools (Orfield, & Lee 2007), attending segregated social and religious institutions and having little or no experience with members of other racial groups” (Abdullah, 34)
      - “This article attempts to look at how home environments, personal attitudes, individual biases, and myths limit the effectiveness of white pre-service teachers in such a way as it may resemble a disadvantage, a type of professional disadvantage we come to call white disadvantage.” (Abdullah, 2015, p.34)
      - Methodology
        
        “The course is designed to provide an equivalent of two units of classroom discussion and a one-unit internship, to deal with the topic of “diversity in students and settings.” (Abdullah, 36)
        
        “Students were placed in schools and school-like environments where students performed a service learning activity. This was a required course for certification as a teacher in this state.” (Abdullah, 36)
      - “Too often the culturally ignorant pre-service teacher becomes a culturally insensitive in-service teacher who equates diversity with deficiency” (Scott, 2003, p. 212). (Abdullah 35)
      - “If pre-service teachers do in fact suffer from what we call White Disadvantage, then it could be argued that they are not able to meet the standards set forth in the state Quality Teaching Standards and should technically not be licensed to teach in this particular state.” (Abdullah, 2015, p.40)
      - "There's recurring evidence that teachers are entering classrooms cross-racially incompetent; meaning they have never had significant experiences with students from different racial backgrounds." (Abdullah, 35)
    - - Method
        
        “We address this question using a secondary analysis of the Measures of Effective Teaching (MET) longitudinal database … An important feature of the study is that students were specifically asked to report on individual classroom teachers rather than the overall workforce of their schools.” (Cherng, 2016, p. 1)
        
        Students were giving surveys to rate their teachers
        
        Meant to measure the students perception and effectiveness of a teacher in relation to race.
      - The Seven C's
        
        Challenge (8 items; alpha = 0.85): How well does the teacher motivate students to high academic standards?
        
        Classroom Management (7 items; alpha = 0.85): How well does the teacher manage the behavior of students in the classroom
        
        Care (3 items; alpha = 0.78): How well does the teacher build supportive relationships with students?
        
        Confer (5 items; alpha = 0.78): How well does the teacher welcome the opinions of students?
        
        Captivate (4 items; alpha = 0.83): How well does the teacher stimulate students’ interest in course material?
        
        Clarify (5 items; alpha = 0.80): How well does the teacher use multiple strategies to explain course material to students?
        
        Consolidate (4 items; alpha = 0.81): How well does the teacher make connections among the concepts taught?
      - “Minority teachers in particular may be perceived more favorably by minority students because they can serve as role models and are particularly sensitive to the cultural needs of their students. For example, in her qualitative study, Warikoo (2004) found that West Indian teachers advocated for their West Indian students and understood cultural differences such as parental nonparticipation with schools and lack of eye contact. Other scholars argue that minority teachers can serve as role models for minority students and can motivate students to pursue high levels of education (Auerbach, 2007; Guarino, Santibanez, & Daley, 2006; Quiocho & Rios, 2000; Shipp, 1999).” (Cherng, Halpin, 2016 p. 2)
        
        In general white teachers did not have as positive reviews or results as minority teachers.
- - - - ““Going for broke” means doing whatever it takes to shine the brightest lights on educational inequities experienced by poor children, African American and other children of color, children identified with disabilities, and children affected by the intersection of all of these issues.” (Blanchett, 2009, p. 385)
      - "high-stakes testing, inadequately prepared teachers, culturally unresponsive curriculum, and No Child Left Behind"
    - - “…few urban educators have acknowledged the experiences of students of color labeled as having disabilities as they have addressed some of the most significant issues and challenges facing students in urban settings, a disproportionate percentage of whom are poor, African American, and Hispanic” (371).
    - - “Moreover, research suggests that the benefits of inclusion are significant for all students. Students with disabilities who are included in general education classrooms have higher levels of social skills, are more accepted by their nondisabled peers, and have greater exposure to the general education curriculum” (Blanchett, 2009, pp. 376).
    - - University/school partnerships with urban schools are seen as a business that "pimps" out the urban school.
      - “A lot of the blame for the current state of urban education has been placed on failed urban school districts, and although I believe that some of it is justified, I caution us to remember that urban school districts and systems do not operate in a vacuum and are in fact often a microcosm of the larger American society.” (Blanchett, 2009, p. 382)
    - - When students with disabilities were served, they were often educated in “ghetto like” isolated and “run-down” classrooms within buildings that housed students without disabilities or in separate facilities altogether. Such terms as ghetto-like and run-down have often been used to describe the physical environments of some of the segregated schools," (Blanchett, 373)
      - “In addition to prohibiting racial segregation in public education, the Brown decision was especially important in securing appropriate educational services and opportunities for students with disabilities.” (Blanchett, 2009, p. 372)
    - - IDEA is the most important education legislation for students with disabilities
      - “They called attention to the fact that African American children were labeled as mildly mentally retarded and their White peers not labeled at all, even when White children evidenced more visibly obvious disabilities than the African American students.” (Blanchett, 2009, p. 380)
        
        African American Students are more likely to be segregated and not be placed in general education
    - - Was legal through special education placement
        
        More African American students were labeled as needing special education in order to keep them segregated
  - - - AP and CCP offered at lower and higher SES schools