Edp250 Pt 4

Introduction The purpose of this easy is to compare and contrast two art lessons in relation to authentic arts learning and integration. The lessons will be sourced from the internet and both will be examples of using objects in the natural environment to create a painting. The lessons were designed for students in grades two to six. DiscussionAuthentic arts is as noted by Dinham,(2011) arts that incorporates learning involving integration necessitates, making connections across the curriculum between subject areas or disciplines and providing opportunities for students to witness and engage the relationships, transfer their knowledge and apply their learning through these connections. To make this happen there needs to be a move to prepare classroom teachers to become aware of art, and ways of delivering a successful lesson. Smilan and Marzilli miraglia (2009) notes, that â€Å"teachers need clarification about what art integration is and what it entails.We believe that true authen tic art- integrated learning places visual arts content at the centre of teaching and learning (p. 39)†. Meaning every teacher must continue to up skill their own knowledge of art and understands the elements to delivering an authentic art lesson requires(Dinham,2011). Art is more than painting, drawing and play dough; it is not merely a time filler at school, so teacher can have a break, or a bit of fun. Dinham, (2011) suggest that teachers need to understand what art gives their students, and how art provides a connectedness to society and their own identity and meaning.Art provides students the opportunities to problem solve, express their needs and emotion, be creative, try new experience and more importantly teachers need to appreciate authentic arts programmes as a significant importance in the curriculum. Lessons Lesson one demonstrates a well prepared art lesson and in lesson two, many elements of creating an effective authentic arts lesson are missing. Both lesson one and two require students to use natural items found in the environment to create a painting.Both lessons would be suited for students in grades two to six, and comprises elements of authentic arts. Below is a table that show what elements of authentic arts are essential when delivering an arts class. Required characteristics| Example| 1. Has connections across the curriculum| Lessons makes links to other curriculum such as maths, history etc. | 2. Uses understanding of multiple intelligences and different learning styles| Such as Howard Gardner concepts of multiple intelligence. | 3. Is themed and examines the theme in different areas| Such as dinosaurs, outdoor garden, countries. 4. Uses different modes of learning incorporated into different areas| Such as reading, singing, creating, comparing, contrasting, discussing. | 5. Lessons relate to real life tasks, that draw on a range of knowledge and skills across the curriculum| Lesson would encourage students to use prior knowledge of the task at hand. | 6. Learning’s provide opportunity for students to see relationships, transfer and apply learning and make connections across the curriculum| The lesson has been enriched with elements of real life experience and understanding. | 7.Activities are Instrumental and/or intrinsic| Instrumental, lessons that extend beyond the immediate lesson. Intrinsic lessons relates to the learning gained through the lesson Dinham,(2011). | Table is adapted from PowerPoint presentation Integration. Curtin University, (2012). Using this table as a guide the below lessons well be corresponded with the number from the above table showing which part of the lesson address each charatritcs. Lesson one: Retrieved from http://contemporaryartscenter. org/images/lessonplans/mughal-miniatures_natural-beauty. pdfMughal Miniature Paintings: Natural Beauty Grades: 2nd-7th Visual Arts Developed By: Kristen M. Woods Lesson Description: Mughal miniature painting originated during the 16th century in the Mughal Empire which spanned what are now India, Bangladesh, Nepal, and Pakistan. This art form is marked by careful attention of small detail, lush jewel tones, epic subject matter, and miniature scale. All of the Miniature artists that are participating in the Contemporary Arts Center’s exhibition Realms of Intimacy have studied at the National College of Arts (NCA) in Lahore, Pakistan.The NCA is renowned for its program dedicated to the centuriesold tradition of Mughal miniature painting which flourished from 1526 to 1857. The extremely selective school takes only a dozen of its accepted students to pursue the intensive major of miniature painting. This major at the NCA mimics a traditional eight year apprenticeship in two years of schooling. The meticulous technique begins with the posture of the students. The students are required to be seated on the floor for hours a day, hold their papers close to their eyes and brace their painting arms against their bod y.Their posture is essential to mastering the tiny brushstrokes needed to create pieces with such fine details. They spend their first year and a half copying historical works and learning to make their own tools. Only in the final half year are they allowed to explore their own creative devices. There is an extreme mental discipline that goes along with every aspect of being a miniature painter. The style is based on old traditions. One brush is still composed of a single squirrel hair. Mussel shells are used as mixing bowls for their organic paints.These natural paints are made from raw materials like vegetables, fruits, oil, soil, lime, indigo and lapis lazuli and on occasion eggs, gold powder, and silver foil. Through this program students must master ultra-fine figure drawing and brushwork, tea staining of page borders and burnishing of paper surfaces; all essential to practices that were used centuries ago. For this project, students will explore natural materials that can be used to dye paper and make paints then use their homemade materials to make their own versions of Mughal miniature paintings Objectives: ? Use problem solving to figure out natural materials they can use and combine to make paints and also dye paper Learn about the process that Mughal miniature painters go through when creating a piece Create their own composition based on Mughal miniature paintings Materials and Resources: Watercolor paper Tea, coffee, and cranberry juice Lard, Butter, Solid and liquid vegetable oil Spices, mustard, dirt, grass, fruits and vegetables, and other natural materials that can stain Paint brushes Small containers with lids (paint storage)Aprons/paint shirts Links and Books on natural paint mixing and Mughal Miniatures; http://www. hyoomik. com/images/egg. html http://www. sairawasim. com/ http://www. ambreenbutt. com/web/home. php http://www. ambreenbutt. com/web/works. php Whiles, Virginia. (2010). Art and Polemic in Pakistan: Cultural Politics a nd Tradition in Contemporary Miniature Painting. Edwards, Lynn. (2003). The Natural Paint Book. Critical Questions: How are cultural practices and traditions passed down and continued over time? Why are they important? Is process important in relation to product? What if miniaturist painters used synthetic materials? Would it change the look of the work? The Emotion? Activities: Preliminary Discussion: Discuss process with students; how artists begin a piece as opposed to showing them the finished product first. Then look through some images of contemporary Mughal Miniaturist paintings by Ambreen Butt and Saira Wasim whom still use tea staining and hand mixed pigments from natural materials. Discuss briefly the imagery and subject used in the works and the meanings behind them.With older students you may be able to get them to discuss some of the political satire seen in Saira Wasim’s work Art Activity: Start the project by dying paper. Using tea, coffee, or even fruit jui ce; have students dip a piece of watercolor paper into a large container full of the liquid of their choosing. Leave the paper in the liquid for at least 15 minutes and check on how well the liquid is dying the paper (don’t leave the paper in for too long because it will start disintegrating). Once the paper has a nice color all around, take it out and leave it to dry for about 24 hours. Next, have students mix their paints. Find some things either outside or maybe in the refrigerator that can stain. Things like grass, dirt, berries, flowers, mustard, and spices would work well. Have students use lard, solid or liquid vegetable oil, or butter to grind and mix their natural materials together making a thick paint. Have each student make at least three different color paints. They may share paints when it’s time to use them. Have students use a paint brush with their homemade paints to create their own miniature painting on their dyed paper. This project is more about p rocess and nderstanding materials so the composition can be very simple especially with younger students. You might suggest they do a composition showcasing the natural materials they use to make their materials like flowers, fruit, etc. Assessment: Students have dyed a piece of paper using tea, coffee, or fruit juice Students have mixed their own paints using fat and natural materials Students have used their paints and dyed paper to create their own miniature paintings Lesson two: Retrieved from http://www. kinderart. com/painting/plantdye. shtml PLANT DYE PAINTSGrade: 2-6    †¢    Age: 6-12 †¢Ã‚   Written by: Kim Swanger [Kim is a K-3 art teacher at Lakeview and Central Elementary Schools in Council Bluffs, Iowa. ] | Objectives: Students will learn that plants are a source of natural dyes and paints. This is a good lesson to show how pioneers or early civilizations may have used plant dyes to color cloth. What You Need: * crock pots * beets * spinach or kale * bl ack walnuts in the shell * dry onion skins * paint brushes * paper What You Do: 1. Discuss with the students that before we had synthetic dyes, people had to make their own paints and dyes using plants and other resources available.Show the students the nuts and vegetables you have and ask how the pioneers may have used these materials. 2. The night before the painting lesson, place beets, spinach or kale, walnuts, and onion skins in separate crock pots with enough water to barely cover them. Cook all night. The following morning, the water in each of these pots should have turned into natural dyes. The beet water will be magenta, the onion water will be amber, the spinach or kale water will be a light green and the black walnut water will be brown. 3.Pour a small amount of paint into bowls and ask students to smell them. Discuss which vegetable made which paint. 4. Provide brushes and paper (plain or coloring pages) and permit students to paint using the natural dyes. 5. After the painting experience, ask students what other natural materials might make dyes the pioneers could have used. Experiment with student suggestions. Note: If black walnuts are not available, VERY STRONG coffee or tea makes an adequate brown dye. Berries can also be used to make colorful dyes. Currently, red dye is commonly made from a parasite that lives on cacti.Both lessons are similar in terms of requiring students to use natural objects to create a painting; However a teacher using lesson one, their students would gain a deeper understanding of authentic art, and acquire skills that they can use across curriculum, as it demonstrates modes of learning and teaching strategies which enables each students to expression and understand what is required. It also uses scaffold learning, which enable students to see examples of what they could achieve, but also gives the history and reasoning behind why they are required to do this activity.This enables students to take an educational value from the lesson, rather than doing it just for merely fun (Dinham,2011). Although lesson two also has real world connection and can be intergraded into other curriculums it is its lack of depth to which it can do this that makes it the inferior of the two lessons. Lesson two can link to history whereas lesson one can relate to multiple curriculums, making this a more intergraded lesson to benefit student learning’s (Dinham, 2011).Lesson one has provided more elements of real life experience for students that they can compare contrast between a variety of objects they have used from the environment, from vegetables to plants and so forth. Whereas lesson two only focuses on one element. Both lesson one and two are instrumental meaning that they extend beyond the immediate arts experience (Dinham,2011) but again it would be lesson one that take this experience further as it looks at the impact the lesson has upon students learning as a whole.Overall, lesson two does not tick th e boxes for authentic arts integrated learning in the way that lesson one does. Lesson one provides a real and authentic learning experience that incorpatres connections to other areas of the curriculum, using modes of learning and teaching strategies which encourage and support every learner in the classroom regardless of skill or ability, all essential fact in delivering an authentic arts experience.References Curtin University, (2012). Course Notes. PP2 Integration. Retrieved fromhttps://lms. curtin. edu. au/webapps/portal/frameset. jsp? tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_47595_1%26url%3D Dinham, J. (2011). Delivering authentic arts education. South Melbourne, Victoria: Cengage Learning.

No Child Left behind Policy Review Essay

The No Child Left behind Act, referred to as NCLB was signed into law on January 8th, 2002 during the Bush Administration and was heralded with bipartisan support. It boosted educational spending by the Federal government by approximately 40%. (Carleton University 2008) NCLB’s goal was to attempt to remedy the problem of lack of accountability and school achievement throughout the nation. It was considered a revision of the 1965 Elementary and Secondary Educational Act. The aim of the Law is to close the achievement gap and skills between advantaged and disadvantaged students. The government identified a lack of set standards and testing requirements across the country. Some schools were consistently failing to meet the state standards and the students were subjected to that school’s poor performance due to the location of their residence and school boundaries. Parents were left with no choice or alternative nor recourse to transfer their child from a dangerous or poor performing school to a safer or academically successful school. Lack of local and state control over educational funding and programs implemented and used caused inconsistency among school districts throughout the states. Due to budgetary constraints certain schools, usually in disadvantaged areas, fell below the minimum standards with little hope for change. As well, lack of academic accountability on the local and state level was identified as an overwhelming problem that needed to be addressed. The No Child Left behind Law proposes to close the achievement gap between the advantaged and disadvantaged students. Also it aims to target reading skills and gain proficiency by the end of the 3rd grade and for graduates of high school also to reach a certain level of proficiency in all subjects. Another goal of the law is to hire and retain qualified and skilled teachers for the main academic subjects in schools. The population identified and targeted for the No Child Left behind Act is the economically disadvantaged children and parents in certain poor performing and dangerous schools and school districts across the country. This population was impacted favorably in various ways. Through mandatory state wide testing the schools performances were monitored and problematic schools were identified. Additional funding at the local, state and federal levels were allocated for this lackluster schools to supplement more successful learning programs, hire quality and experienced teachers and if the school’s performance doesn’t improve, the parents have the choice to get supplemental tutoring, after school services or transfer to a better school, with transportation provided. The disadvantaged students with limited proficiency in English are identified and given addition help, impacting them positively. The gap between the advantaged and disadvantaged students is projected to narrow. Some of the positives identified of the NCLB Law include steadily increased student test scores since 2002, especially amongst minority students. Higher qualified teachers and professionals are teaching over 90% of the classes in the country and a little less than half a million students have received additional help such as tutoring or been able to transfer to better performing schools. (Carleton University 2008) Possible negative aspects to the No Child Left behind Law exist also. Since states are mandated to test students yearly, some critics claim the teachers are teaching the testing specifics or â€Å"teaching to the test† in order that the children do better. This is not really ensuring that the students thoroughly understand the subject matter. Different state standards have made interpreting the data difficult as well. Another factor that can hinder the success of the NCLB program is the high dropout rate in many states. According to an Alliance for Excellent Education publication, in the United States, every day up to seven thousand students dropout. This is 1. 3 million annually and appears to be an epidemic. These numbers skew the positive results for the NCLB program. This also has a huge impact on many areas in society, such as crime, cycles of welfare, and shortfalls in the economy. If the dropouts of the school year 2009 had indeed graduated high school, they’d earn an addition $355 over their lifetimes. (Education Week 28, no. 34, 2009) Some claim that a very negative factor of the NCLB has been the lack of funds actually received by the states. What they were promised by the government didn’t always materialize. The requirements of No Child Left Behind are extensive. It is implemented by each state annually testing students according to standards they set and adopt. This is required in grades third through eighth each year for the subjects of math and reading. Science is to be tested three times during a student’s career. Each state must comply with determining if a school district and its schools are achieving 100% of students being successful in meeting the standards. Schools are required to have their teachers be highly qualified in the core academic subjects and use scientifically based education programs and proven and tested strategies. Support is given for students who may be in special at risk categories, such as insufficient knowledge of English, homelessness, truancy and etc. The result of each state’s 3rd through 8th grade reading and math testing will be collected, analyzed and recorded carefully. These results are studied at the local, state and federal level and reported accordingly. This will aid educators at each level in identifying the success of the No Child Left behind Law. New goals can be implemented and areas requiring additional attention and help can be addressed. When schools in need of additional improvement are identified then more attention and aid can be properly allocated quickly and efficiently to maximize results and get the school back on track as soon as possible. Also, using a special system with compiled data to track both graduates and dropouts can be shared locally, statewide and at the national level to analyze trends and adjust areas if needed. Thorough state testing with more uniform standards across the nation will result in a greater ability to analyze the success of the NCLB law. Knowing exactly how the schools are performing can result in stronger accountability. The current administration has adjusted some of the original budgets, standards and goals since the original law No Child Left Behind was passed. President Obama hopes to transform the United States into the most competitive workforce and highest number of college graduates in the world by the year 2020. The U. S Department of Education states its mission is: â€Å"It seeks to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. † (U. S Dept of Education 2010) References

Children in Blake’s Poetry Essay - 1167 Words

Children in Blake’s Poetry The use of children is a prominent theme in a number of William Blake’s poems. It is apparent in reading such poems as, â€Å"The Lamb,† â€Å"The Little Black Boy,† and â€Å"The Chimney Sweeper,† that Blake sees the world through the eyes of a child and embraces the innocence of the young. Blake’s poem â€Å"The Lamb,† from Songs of Innocence really illustrates the innocence and purity of a young child. The persona in the poem is of a young child. The child questions the lamb as to where he came from and asks, â€Å"Little Lamb who made thee? / Dost thou know who made thee?† (9,10) The child is expecting the Lamb to answer him but it is obvious to the reader that the Lamb can’t talk. When the child receives no†¦show more content†¦He thinks that white children are like angles and black children are black because they are deprived of the light. The mother sits the boy down under a tree and says to him: And we are put on earth a little space, That we may learn to bear the beams of love, And these black bodies and this sun-burnt face Is but a cloud, like a shady grove. (12,15) The mother is trying to console her son here by telling him that he is going to face a difficult life but once he makes it thorough all the struggles, and has learned to bear the heat from the â€Å"beams of love,† God will take him into heaven. The little black boy envisions the day that he and the white boy will be brought to heaven. He says, â€Å"I’ll shade him from the heat til he can bear/ To lean in joy upon our father’s knee.† (25,26) Here the little black boy is saying that he will protect the white boy, and then they will both go to heaven. â€Å"And then I’ll stand and stroke his silver hair, /And be like him, and he will then love me.† (27,28) The little boy is saying that once he is in heaven he will no longer be been by the color of his skin. However, he thinks that he won’t be loved until he is like someone else. Another poem of Blake’s that shows the innocence of children is â€Å"The Chimney Sweeper† from Songs Of Innocence. The persona in this poem is one of a young chimneysweeper. The chimneysweeper who is speaking is one whoShow MoreRelatedSociological Criticism of William Blake’s Poetry Essay1506 Words   |  7 Pagesthe exploitation of the proletariat by the capitalists. Blake’s ideology and preference towards an equalitarian society quite closely mirror the theories of Karl Marx. Analyzing Blake’s poetry from a Marxist perspective paints a clearer picture of the motives behind Blake’s anger towards social inequality. Poems such as â€Å"The Chimney Sweeper† and â€Å"London† from his poetry collections Songs of Innocence and Songs of Experience illustrate Blake’s despair regarding the unjust and unequal society of 18thRead MoreWilliam Wordsworth And The Echoing Green905 Words   |  4 PagesWhile researching about poet s in the Romantic period that created beautiful poetry filled with overflowing powerful feelings designed to capture the reader’s imagination in nature. These Poets often placed the literature they were studying into a documented context by discussing the important events in which the literary works were published (â€Å"I Wandered Lonely as a Cloud† by William Wordsworth and â€Å"The Echoing Green† by William Blake). However these poets both use nature around them as a symbolicRead MoreThe Life and Work of William Blake Essay601 Words   |  3 Pagesin order that we can better understand him. This paper will sight some of Blake’s works but will focus on 1The Marriage Between Heaven and Hell. Blake, being self-taught artisan, was thoroughly intrigued by the Bible and the Works of Milton. Blake’s major works attempt to create a modern myth of the World, as we know it. The purpose of this paper is to attempt to help us, the readers, to view tha t myth through Blake’s eyes. William Blake was born in London, England on November 28, 1757, andRead MoreThe Innocence of Lamb in Songs of Innocence by William Blake615 Words   |  3 PagesSongs of Innocence by William Blake collocates the naà ¯ve lives of children and loss of innocence of adults, with moral Christian values and how religion has the capacity to promote cruelty and prejudice. Blake was born in 1757, up to and after the French Revolution he wrote many works criticizing enlightened rationalism and instead focused on intellectual ideas that avoided institutionalization and propelled ethical and moral order. Blake’s collection of poem exposes and explores the values and limitationsRead MoreWilliam Blake Had A Strict Standard On How His Poems Should1431 Words   |  6 Pagesillustrated background. Engraving is now usually referred to as handwritten, but back then, William Blake was carving text onto his illustrated backgrounds. Once the copies were finished printing, they were then colored by hand. That was another one of Blake’s talents. He was an artist in words and pictures. He did much of his own illustrations and made them to go along with his unusual text. In the modern day, some books or anthologies for students have modified the spelling and punctuation to make itRead MoreEssay on Biography of William Blake1631 Words   |  7 PagesWilliam, and Geoffrey Keynes).Blake and his poetry have been compared to Shakespeare (Kathleen Raine). As an artist Blake was equated to Michelangelo. Being born during the time of both the American and French Revolution, William Blake was against both the Church and the State. Blake was a Dualist, believing the earth is broken up into two; good and evil, Heaven and Hell. He was a visionary and was known to many as a modern-day prophet (in class). Blake’s visions influenced his writing later on inRead MoreWilliam Blake s Innocence And Experience Analysis Essay1529 Words   |  7 Pageswanted freedom and were in c omplete awe of the nature around them. Poets such as William Blake adopted themes such as nature, often writing poetry about freedom and hope. Growing up, William Blake did not attend school, but instead was educated by his mother. William Blake s interest in engraving copies of drawings lead to the gothic styles of poetry he used to sketch tombs at Westminster, Abbey. At the age of 10, Blake was enrolled in Henry Pars’s drawing school where he began to admireRead More William Blakes The Chimney Sweeper Essay918 Words   |  4 PagesWilliam Blake’s The Chimney Sweeper   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  William Blake’s â€Å"The Chimney Sweeper† was mainly about the possibilities of both hope and faith. Although the poem’s connotation is that of a very dark and depressed nature, the religious imagery Blake uses indicates that the sweeps will have a brighter future in eternity.   Ã‚  Ã‚  Ã‚  Ã‚  In lines 4 – 8 when Blake writes, â€Å"There’s little Tom Dacre, who cried when his head, That curled like a lamb’s back, was shaved: so I said ‘Hush, Tom! never mind it,Read MoreReading Between the Lines Essays914 Words   |  4 PagesWilliam Blake’s poem â€Å"The Lamb† is a simplistic poem until you read deeper into it and find a powerful and uplifting religious message about creation. Blake is able to draw people into his poem by having a young innocent child as the speaker, asking rhetorical questions to a lamb. Although he also throws irony into the second stanza by having the young child answer his own questions, asked in the first stanza. The poem has a tone so sweet and soft that it is not offensive in any means and is notRead MoreWilliam Blake As An Apprentice Essay1543 Words   |  7 Pageswriting poetry. At the age of fourteen, he apprenticed with engraver as art school was too costly. As an apprentice, Blak e sketch the tombs at Westminster Abbey for his assignment, which had open him to a variety of Gothic Styles from where he draw inspiration throughout his career. Blake then married an illiterate woman named Catherine Boucher in the year 1782. He taught her how to read and write, and also instructed her in draftsman ship. She helped Blake in printing the illumined poetry for what

Single Parent Homes and Academic Achievement - 3189 Words

| Single-Parent Homes | The Effect of Single-Parent Homes on Academic Achievement | | | Abstract Children from single parent homes are not as negatively impacted academically as some in the popular media suggest. The number of children living in single-parent homes has risen dramatically over the last 10 years. Despite prior research stating that single-parenting itself has a negative impact on academic achievement, new findings show that it is other social and environmental factors that have a much greater impact. There are several theories that can be used to study the way family structure influences academic achievement, as well as to demonstrate the influence of other factors such as poverty and family resources. When these†¦show more content†¦One article stated: Although similar to each other, adolescents in single-mother and stepfather family structures had lower grades and vocabulary scores compared to their two-biological-parent counterparts. In these family structures, the academic outcomes were more likely related to mothers’ race, education, monitoring, and attachment, than family structure. (Shriner, 2010, p. 446) Academic Achievement The phrase academic achievement refers to the level of mastery in certain subject areas, not including one’s potential to achieve (Center for American Progress, 2006). Beginning with the No Child Left Behind Act, states are required to measure academic achievement of public school students using standardized tests and other tools (Center for American Progress, 2006). There has been much debate over the effect of single-parenting on children’s academic achievement. Some studies have shown that children from single-parent homes do not perform as well in school and have higher dropout rates than children from two-parent homes (Entwisle, 1996). In 1988, it was reported that the rate of grade repetition for children of single parents was 75% higher than children from nuclear families (Entwisle, 1996). Other studies have stated that children from single-parent homes are less likely to attend college and perform less well on standardized tests (Hampden-Thompson,Show MoreRelatedThe Consequences For A Child1446 Words   |  6 Pagesa Child in a Single Parent Household It is a well-known fact that single parent families provide less than optimal environments for raising children regardless of the country. The quality of parenting is less when compared to those children who live at home with both of their parents. According to Nicholson, D’Esposito, Lucas, and Westrupp (2014), they suggested there is strong evidence emphasizing how children in single-parent fare more poorly when compared to children in two-parent families, whichRead MoreBroken Family Structure Leads to Educational Difficulties for Children1253 Words   |  6 Pagescomes to educational achievement,† the study says, â€Å"children living with their own married parents do significantly better than other children.† The report found that children from non-intact families (children living in a situation other than with their own married father and mother) have significantly higher rates of difficulty with all levels of education, from pre-kindergarten through to primary, secondary, and college-age levels. Each year a child spends with a single mother or stepparent â€Å"reducesRead MoreThe Single Parent Family Structural Environment And Economic Conditions Can Hinder The Development And Growth Of A Child936 Words   |  4 Pageslive in homes where there is only one parent, commonly known as single-parent family. According to 2011 Canada Census Bureau information, the number of children living in single-parent households have gone up since 2001 and almost more than three quarters of these children aged 14 and under are living with single parent family headed by woman (Statistics Canada, 2011). Many times there is the absence of the father in these single-parent homes. Children living in such sin gle parent homes have beenRead MoreFamily Is The Fundamental Unit Of Society And Today It Is Used With A Wide Variety Of Meanings979 Words   |  4 Pagesmeanings (2014). In 2007, single-parent families make up thirty-two percent of the population (Benokraitis, 2012). As more adult remain single into their thirties and divorce rates are higher, the number of children living in single-parent families has increased (Benokraitis, 2012). The number of never married people has gone up form four percent in 1960 to forty-three percent in 2010 (Benokraitis, 2012). Women also run an over whelming eighty-seven percent of single-parent households in the UnitedRead MoreThe Academic And Social Challenges Of Children From Single Parent Homes1575 Words   |  7 PagesResearch Proposal The Academic and Social Challenges of Children from Single Parent Homes Ball State University Jason Huffer EDPS 640 Dr. Eric Pierson 5/4/2016 Children of Single Parent Homes 2 Abstract The purpose of this current study is to highlight the growing academic concerns and difficult social challenges facing children who live in single parent homes. For this study I will focus on children nationwide. I will present data related to this topic on a couple different subjectRead MoreRisk Factors Associated With Poverty1541 Words   |  7 PagesVernon-Feagans and Cox (2013) have long known that poverty is associated with poor outcomes for students relevant to the multiple dimensions of growth and development that are important to society, including the success of children’s educational achievement and academic success in school. Poverty in rural areas has been persistently above the national average, but is continually overlooked by social science researchers (Iceland, 2013) even though approximately twenty-five percent of the nation’s impoverishedRead MoreAcademic Achievement Strategies For Students1454 Words   |  6 Pages ACADEMIC ACHIEVEMENT STRATEGIES Michelle Boyd EDUC655 Counseling Children, Adolescents, and Teens American Public University March 13, 2016 â€Æ' Academic achievement strategies Over the years, research has found inequalities in student achievement based on numerous factors related to social and economic disparities. In order to close the achievement gap and reduce student dropout rates, school counselors must develop strategies that aim at increasing student academic success while also focusingRead MoreOverall Average Of Grades 6-8 Students Aspire Math Content Standards By Poverty Level983 Words   |  4 Pages27.79 8.22 The data charts above indicate that students identified as living in poverty display a pattern of lower achievement scores at Brindlee Mountain Middle when compared to classmates not considered as living in poverty. However, the gap in achievement between poverty and non-poverty students is not substantial enough to be identified as the source of the achievement gap at Brindlee Mountain Middle School. Sixth grade poverty level students at BMMS meeting or exceeding the content standardRead MoreThe Importance Of Parental Involvement On Children s Life1463 Words   |  6 PagesParental Involvement Many parents have multiple children, while working a nine to five job, attending family activities and meetings, and staying on top of bills and home duties. Family life can get hectic and parents may not take the time to realize their importance in their children’s academics. Some parents may be too busy, and others may simply not care, but their involvement in their children’s life is essential. Whether parents or children realize it, involvement of parents in children’s lives positivelyRead MoreThe Effects Of Parental Absence On Academic Achievement Of Adolescents1174 Words   |  5 PagesExamining the Effects of Parental Absence on the Academic Achievement of Adolescents: The Challenge of Controlling for Family Income. Journal of Family and Economic Issues 23.2, 189-210. A. The article targets the issue that how parent’s absence has a negative effect on the academic achievements of adolescents. It also discusses how it can be difficult for single-parents to manage family income. B. The article tells that when children lose a custodial parent, they go through drastic psychological and

Themes Discussed in Joyce Oates Where Are You Going ,...

Where Are You Going , Where Have You Been by Joyce Oates It is well known that the most awkward and difficult time in one’s life is adolescence. One is faced with the challenges of discovering who one is and what one wants out of life. One finds themselves frustrated and confused in this particular stage. They are mid way between a bridge. They have left childhood but have not yet reached adulthood. They struggle to find some sense of being and individuality in the world. They are on a quest to find themselves, and in search of a path that will lead them to future happiness. â€Å"Where Are You Going, Where Have You Been,† is a short story written by Joyce Oates .In her short story Oates shows how easily susceptible one is in this stage†¦show more content†¦The introduction of the main character Connie, â€Å"Her name was Connie,†signals that it is being told by a third person narrator. This narrative voice stays closely aligned to Connies point of vie w. The reader learns what her thoughts are, but the narrator provides no additional information or judgment of the situation. For instance, Connies harsh thoughts of her sister and mother are discussed: now (her mothers) looks were gone and that was why she was always after Connie, but it is clear that this assessment is Connies and not the narrators. The three female Characters (Connie, Her mother and her sister) are perfect examples of the effects of the drastic changes in the late 1960’s. Connie is portrayed as an average teenager. She is always wrapped up in herself and thinks she has all the answers. â€Å"She knew she was pretty and that was everything.†(p.120), â€Å"Her mother was so simple, Connie thought, that it was maybe cruel to fool her so much.†( p.124). Connie’s mother symbolizes an older era. Woman in her time were viewed as good for only two things, domestic house work and the bearing of children. It is clear that Connie mother is a li ttle envies of her. Stop gawking at yourself. Who are you? You think youre so pretty?(p.120). The society that Connie is growing up in is allowing more freedom for her then her mother had. To Connie’s mother, Connie is a consist remainder of what she has lost(her beauty) and what she could have been. This is wayShow MoreRelatedWhere Are You Going, Where Have You Been By Joyce Carol Oates And Eveline Essay1205 Words   |  5 Pages2016 In, â€Å"Where Are You Going, Where Have You Been†, by Joyce Carol Oates and â€Å"Eveline†, by James Joyce, two characters prove to be completely different but share few similarities as well. In both short stories, the main characters, Connie in â€Å"Where Are You Going, Where Have You Been† and Eveline in â€Å"Eveline†, are both teenage girls who face problems at home. Connie and Eveline who are both caught up in their own cultures in different times are Both girls seem like they have it all going for themRead MoreWhere Are You Going, Where Have You Been1249 Words   |  5 Pagesage has been seen as a determinate factor of maturity. And with this maturity, comes power. This belief is clearly defined in Joyce Carol Oates’ short story, â€Å"Where Are You Going, Where Have You Been†. In this story, the main character, Connie, struggles to reach maturity. Wielding her sexuality in hand, Connie charges into the battle for power, leavin g her vulnerable to Arnold Friend’s temptation. Through the use of a symbolic figure, Arnold Friend, who represents the devil, Oates is able toRead MoreAdolescence Is A New Birth1106 Words   |  5 PagesThroughout the semester we have discussed adolescence in a literary sense applying it to characters and themes. In Latin, the word â€Å"adolescence† literally means â€Å"growing up†. Adolescence can be applied to literature in a sense of its broad message. According to Stanley Hall who wrote the article â€Å"Adolescence is a New Birth†, during adolescence â€Å"awareness of self and the environment greatly increases; everything is more keenly felt, and sensation is sought for its own sake.† (1844-1924) PsychologicalRead MoreEudora Welty a Worn Path12166 Words   |  49 Pageswritten permission of the publisher. For complete copyright information on these eNotes please visit: http://www.enotes.com/worn−path/copyright Table of Contents 1. A Worn Path: Introduction 2. Eudora Welty Biography 3. Summary 4. Characters 5. Themes 6. Style 7. Historical Context 8. Critical Overview 9. Essays and Criticism 10. Compare and Contrast 11. Topics for Further Study 12. Media Adaptations 13. What Do I Read Next? 14. Bibliography and Further Reading 15. Copyright Introduction EudoraRead MoreEudora Welty a Worn Path12173 Words   |  49 Pagesthe written permission of the publisher. For complete copyright information on these eNotes please visit: http://www.enotes.com/worn−path/copyright Table of Contents 1. A Worn Path: Introduction 2. Eudora Welty Biography 3. Summary 4. Characters 5. Themes 6. Style 7. Historical Context 8. Critical Overview 9. Essays and Criticism 10. Compare and Contrast 11. Topics for Further Study 12. Media Adaptations 13. What Do I Read Next? 14. Bibliography and Further Reading 15. Copyright Introduction EudoraRead MoreFundamentals of Hrm263904 Words   |  1056 Pagesmultiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-Minute Tutorials and all of the resources you your students need to get started www.wileyplus.com/firstday Student support from an experienced student user

Connection Between Teenage Pregnancy and Socioeconomic Status free essay sample

As a resident of Mississippi for the majority of my life, I have become more familiar with teenage pregnancy than most. In addition, Mississippi was recently the focus of national news with the recent vote to illegalize abortion. T. C. Boyle chooses a debatable subject to write about drawing many discussions about ethics. However, Boyle attempts to bring more light to teenage pregnancy, and gives the reader a different side than commonly assumed about teenage pregnancy. Often assumptions are made about the socioeconomic status of the teenager that is expecting. This has attached a stigma to the female expecting, and categorizing her character and status in society. However, teenage pregnancy is not an epidemic that plagues the people of lower socioeconomic statuses. In the short story â€Å"The Love of My Life,† T. C. Boyle severs the connection between socioeconomic status and teenage pregnancy. At first glance, â€Å"The Love of My Life† appears to follow the same assumptions that connect socioeconomic standards and teenage pregnancy because the two topics are thematically placed throughout the short story. The author purposefully informs the reaer of he class system the characters are categorized in. Boyle begins character development with the description of how in love the couple is by describing how close they are with each other’s families. By doing so the reader learns that China has a typical nuclear family as an only child with expectations of success. Confirmed by Boyle later in the short story he writes, â€Å"She was spoiled, he could see that now, spoiled by her parents and their standard of living and socioeconomic expectations of her class—of his class—and the promise of life as you like it, an unscrolling vista of pleasure and acquisition† (141). This quote characterizes China well, as well as provides the reader with the affirmation of her class status. Jeremy is grouped in with China when the author discusses the socioeconomic status of China. In addition the reader can also make assumptions about the characters’ socioeconomic statues based on the colleges chosen, or rather the talk of colleges and college prep. The common stigma that society places on teenagers who get pregnant is thematically placed through the novel as well. In China’s own words the author recalls a previous statement made by China showing the common assumptions about teenage pregnancy. Boyle writes, â€Å"I will never, never be like those breeders that bring their puffed-up squalling little red-faced babies to class† (139). Breeders, makes the reader not only think of a large number of people because of teenage pregnancy, but people of low socioeconomic status because more people means more mouths to feed and less money. China just like many others take part in attaching this sort of stigma to teenage pregnancy, but this is the moment with the author severs those ties demonstrating to the reader that even someone of China’s status could become part of the percentage of teenage pregnancies. When discussed in class, the question was brought up, â€Å"How can someone educated make such a poor decision like this? Early on in the story China does what the reader expects of someone in her socioeconomic status to be doing. The main character is focused on getting into a good school, and is in the top ten in her class. However, she ends up becoming part of a less desirable percentage on a camping trip with her boyfriend just before they head off to college. T. C. Boyle talks about socioeconomic status and teenage pregnancy in such close context to show that they are not related. Teenagers that come from better socioeconomic backgrounds are just as susceptible to pregnancy as teenagers from low socioeconomic backgrounds. The common mistake that China and Jeremy make in â€Å"The Love of My Life† is that they seem to believe that they are invincible because of their socioeconomic status. The behavior of China makes the reader think that she is even in denial about the entire pregnancy. It seems as if in the mind of China, admitting to being pregnant would in fact make her pregnant. The only person aware of the pregnancy is Jeremy. T. C. Boyle conveys this avoidance in his style of writing as well. The pregnancy is not mentioned first when the author updates the reader on the character’s lives. Boyle writes, â€Å"She was pregnant. Pregnant, they figured since the camping trip, and it was their secret† (140). The drama and focus of the couple’s worries are for the effects on their own lives rather than the pregnancy itself, which is vaguely discussed and hidden. When Jeremy tries to confront China about going to the doctor, â€Å"She wouldn’t respond. Wouldn’t even look at him† (Boyle 140). The reader can see a detachment from China and the pregnancy, and the only emotion that is expressed from her is when she thinks of others knowing she is pregnant. T. C. Boyle chooses to focus the character’s attention on the effects of their lives in order to show teenage pregnancy from a different socioeconomic point of view. By doing so, the author destroys the misconception that teenage pregnancy is only difficult for people of lower socioeconomic status. However, there is a very real pressure that China receives from growing up in a higher socioeconomic status. China is expected to be just as successful if not more successful than her parents, which is what fuels her drive for academic success. China viewed her life as ruined by the pregnancy, and the disappointment from the people who expected something from her was too much to handle. The author emphasizes how devastating it would be for people to find out, â€Å"she told him that she would die, creep out into the woods like some animal and bleed to death, before she’d go to a hospital. With a combination of her detachment from her pregnancy and the pressure to succeed, China and Jeremy make another in a long list of bad decisions, and they get rid of the baby themselves. It was the only decision that kept their secret which they believed would ruin their life. Teenage pregnancy is not something that only effects people of low socioeconomic status and is equally as difficult to deal with. T. C. Boyle chooses a character of higher socioeconomic status to sever the connection between socioeconomic status and teenage pregnancy. They are factors that affect each other in the difficulties that will be faced, but one does not define the other.

The Teacing of Multicultural Education free essay sample

â€Å"To be not just effective, but to be the Approach† Maitha T. Rasonabe CED-02-601A Rizal Technological University Special Topics in Education (PROFED11) Ms. Lynn M. Besa Instructor INTRODUCTION: â€Å"Before we can transform the world, we must first transform ourselves† A demanding world that we are facing today challenged us to be a proactive teacher, a transformative one who is willing to start the change and engaged in a process of self-transformation. Teacher and student go together as well as the teaching and learning process, whereby the need for understanding cultural differences and the dynamics of culture contact in an increasingly diverse society is needed. Multicultural education promotes not only to teach â€Å"what† is the content and â€Å"how† to teach a particular subject area but it addresses that teachers must be responsive to honoring and celebrating the diversity of all the learners. That as teacher educators we must always consider that the learners is the center of the teaching and learning process. We will write a custom essay sample on The Teacing of Multicultural Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We must always think that an individual-learner is a complex well being with one or more differences that put gaps or boundaries to the learner and to the teacher. Multicultural classroom caters not only one set of learners; a â€Å"classrooms are culturally diverse† and we need to uncover this diversity. There is diversity if children who are different in views and perspective are present. This article would like to address the need for a transformation in teaching inside the classroom. This would discuss the important features of Multicultural Education in a laymen perspective. This article would also like to persuade and inform teachers and students on the needs for the teaching of Multicultural education. To what should be a teacher in a multicultural classroom? How should be the teaching and learning process? And what should be the implication of the teachers to their students? What is an ideal classroom setting and an ideal curriculum for learning in multicultural school? These are just some of the questions that I would like to address to you and I will try to give answers to these. DISCUSSION: The primary goal of multicultural education is to transform the school and to cater or to have equal opportunity to all the learners to learn. According to James Banks(2001), the primary goal of multicultural education is to transform the school so that the male and female students, exceptional students, and students from diverse cultural, social-class, racial, and ethnic groups experience an equal opportunity to learn. We do not simply mean a particular person or area for transformation but we are looking at the larger perspective for transformation. The proponent of the five dimensions of multicultural education Dr. James A. Banks had an interview on September 1998 issue by NEA Today Online readers. From that interview I’d knew the reason why he developed this five dimensions because he found out from his works with the teachers that many thought of multicultural education as merely content integration, so he developed the â€Å"five dimensions of multicultural education† to help educators see that content integration= putting the content in the curriculum is important, but it is only the first dimension and that multicultural education has at least five dimension. The five dimensions of multicultural education are as follow in lighter perspective. From different researches that I had I find hard to fully understand these five dimensions and my objective in presenting these five dimensions is to provide my readers an information that can easily understand which do not sacrifice the real meaning of each dimension. The first dimension is the content integration. That is how we get started. Teachers use examples to illustrate key concepts, we use the discipline through examples. Second, knowledge construction in this teachers help students to understand, investigate, and determine the understood cultural assumptions and frames of reference and perspective of the discipline they’re teaching. In other words we help student our learners to understand and also helps children to become more critical thinkers and readers and that is the knowledge construction process. Third, equity pedagogy with this teachers change their methods to enable students from diverse racial groups nd both genders to achieve, teachers modify their teaching styles so that they use a wide range of strategies and teaching techniques such as cooperative teaching, the use of simulation, role playing, and discovery. Fourth, prejudice reduction it seeks to help students develop positive and democratic racial attitudes. It helps students to understand hoe ethnic identity influenced by the context of schooling and attitudes and beliefs of dominant social groups. Fifth, empowering school cultures it involves restructuring the culture and organization of the school so that students from different racial, ethnic, socioeconomic, and language group experience equality. We are looking not just at individual classroom, but at the total school culture to see how to make it more equitable. We are trying to get rid of this traditional conception of teaching that was â€Å"filling up the bucket†, that if we talked about pedagogy, we are talking about teachers and students becoming learners together. The role of the teachers and students should be both active and not passive. In teaching and learning process where culture and background of the teacher is of different, let’s keep it in our mind that it’s not the race of the teacher, but a set of cultural characteristics that make the teachers effective with children of colors. Characteristics that knew the culture of children, who often live in the community, who understood the daily lives of the students, who could relate to the students, who understand students verbal and non-verbal cues. Teachers who made demands but warm demanders. Teachers who showed students that they cared. Teachers who had high expectation with their students, and believe with their students these are the characteristics of an Effective teacher. Teachers must have the good values and attitudes and experiences. How to be not just Effective but, to be the Approach Teachers have to be engaged in a process of self-transformation. It must start with us, â€Å"before we can transform the world, we must first transform ourselves†, the process of reading, a process of engaging with others, a process of understanding that the other is us and we are the other. Teachers must do these three things. And that is to know, to care, and to act. That in order to bring this reform and to bring about this self-transformation, we need knowledge, that we cannot do this in ignorance. But knowledge is not enough, we also have to care. Horace Mann said to the graduates of Antioch College in 1859, â€Å"be ashamed to die until you’ve won some victory for humankind†, so we have to care and we have to win victories. Those teachers can have these small victories. A victory once a day or once a week, in helping students feel needed, helping a student overcome, helping students feel better in school that day, it’s a small victory; a series of small victories. Finally, we need to act because as Dante said, the worst place in Hell is reserved for those, who in times of great moral crisis take a neutral position. We need to care and to act because in that way we can transform ourselves and help transform our world. As Margaret Mead said that â€Å"A handful people can change the world. IMPLICATION: Multicultural education is an approach to school reform, and movement for equity, social justice and democracy. It tries to provide students with educational experiences that enable them to maintain commitments to their community cultures as well as acquire the knowledge, skills, and cultural capital needed to function in the national civic culture and community. Embracing the pedagogy of multicultural education lead us also to promote peace to our students. We create mindset to our student to become critical thinkers, and to be sensitive inn all aspects of life. As stated above, the main point of view of this discussion is focus on the transformation of the school. But in order to bring about this change or transformation we must be reflective, we have to start within ourselves the transformation. As we always say; we cannot teach what we do not know, same with we cannot make a transformation to others without starting this in ourselves. Another is the KCA, the acronym that I gave to the process we should have for transformation. That is to know, to care, and to act, for ourselves and for others. The seven key characteristics discuss above, help us to uncover diversity in a classroom and to eliminate any form of discrimination and biases in teaching and learning process. That â€Å"education is for all†, and we offer equal opportunity to our learners to learn regardless of their diverse culture, racial, socioeconomic status, cultural background, language group. To implement multicultural education, teachers and administrators must attend to these five dimensions of multicultural education. As future educators we must be aware of our student’s differences. We must be familiar with the approaches, methods and learning styles that are applicable in addressing the needs of our students. We must be sensitive at all times and have the set of good values and characteristics as teachers. That we are not only responsible in teaching our lessons but we are also responsible in building good values, attitudes and experiences to our students. Multicultural Approach cultivates a school environment that celebrates diversity, support mutual acceptance of respect for an understanding of human differences. References: Gorski, Paul C. 7 Key Characteristics of a Multicultural Education Curriculum. http://www. edchange. org/multicultural/resources/ct_characteristics. html Banks, James A. and Tucker M. †Multiculturalism’s Five Dimensions. †NEA Today Online. http://www. learner. org/workshops/socialstudies/pdf/session3/3. Multiculturalism. pdf Multicultural Education-History, The Dimensions of Multicultural Education, Evidence of the Effectiveness of Moral Education. http://education. stateuniversity. com/pages2252/Multicultural-Education. html#ixzz2L0tTcMZs