The School-to-Prison Pipeline: A Primer for Social Workers, a study by Susan McCarter (2017), was written to give a summary of the School-to-prison pipeline in an attempt to break down the factors surrounding children being funneled into this path by their respective school systems around the country. The author explains the correlation between the School-to-prison pipeline and its disparate outcomes for students of color, students with disabilities, and students who identify as lesbian, gay, bisexual, transgender, queer, and questioning (p. 54-55). McCarter presents implications for social workers and multiple specific strategies to reduce the detrimental effects of the School-to-prison pipeline. Susan McCarter, PhD, MSW, is an associate professor
Like I mentioned earlier, people compare each other depending on their success. Those who are lower on the economic scale will be viewed lesser than those who are high up on it. That's honestly just how it is, the people who do not have as much success will be compared to those who have a lot of success. That is why people feel threatened by those around them who are successful. Like at least no one is going to compare me to a Kardashian, but they could with any other girl in this school.
They were told to teach two children – Pupil A and Pupil B – how to multiply numbers by 10 and 20; this was taught in two phases. After teaching the students each phase, worksheets were given to the teachers to hand out to the students to assess the students learning progress. However, the worksheets were made in a way that Pupil A did very well on both sheet and gave all correct answers, whereas Pupil B did poorly on both sheets, where they did poorly on the first one and improved slightly on the second one later; The teachers were completely unaware of this. When the teachers were asked about Pupil B’s performance, they seemed to attribute Pupil B’s improved performance to their abilities as a teacher but the failure to the pupil’s lack of ability. So when attributing students’ learning progress, teachers showed SSB for the purpose of enhancing the image of their ability to teach.
The article I selected researched racial and ethnic disparities in ADHD diagnosis from kindergarten to eighth grade across the United States. This article best exemplifies the longitudinal Survey design through its exploration into what extent does racial and ethnic disparities play in the diagnosis of attention-deficit-hyperactivity-disorder also known as (ADHD) in children in early grades or middle school education. Diagnosis of any disability can have serious implications on student performance; this research emphasizes the importance of racial disparities in the diagnoses of learners in classrooms across the country. Morgan (2013) suggest minority students are dispproportional diagnosed and treated for ADHD. As such the effects of racial disparities on these learners can begin in kindergarden and have lasting effects on how people, learners, and educators arrive at understanding.
Recent legislation requires schools to implement a Response to Intervention (RTI) model that is based on multi-tiered systems of support (MTSS). The goal of RTI is to identify students early who are struggling academically or behaviorally and provide appropriate interventions to prevent these challenges from becoming more serious and detrimental to their success. Under the traditional system, students may not receive extra services until a problem becomes severe, and they meet criteria for a special education qualification. RTI helps schools identify children earlier using systematic and scientific universal screeners of all children. Therefore, RTI gives students who are at-risk the opportunity to receive less intensive intervention services,
She had high expectations for herself, but she viewed her mother’s English something that could hold her back. She makes this clear when she writes, “I think my mother’s English almost had an effect on limiting my possibilities in life as well (394).” Tan goes on to explain how she thinks It affected her results on IQ test and the SAT. The reader could understand that Amy has high standards for her grades, as she says a B plus is moderately well. Her standards affect her use of interruptions, and as Stet writes, “People who view themselves as “good” want to get feedback that they are “good” (Burke 76).
The quantitative study has been designed to examine the relations between Mythodrama intervention, behavior problems and trait emotional intelligence with coping strategies on a sample of public school pupils. The main hypothesis included: 1. trait EI could be improved among adolescents after receiving Mythodrama group psychotherapy intervention; 2. coping styles could be changed from maladaptive to adaptive styles after receiving Mythodrama intervention; 3. improvements in teacher ratings due to a decrease in adolescent behavior problems.
They also found that students work performance such as following directions and completing tasks in kindergarten directly affected their academic performance in kindergarten (Stipek, Newton, and Chudgar, p. 6, 2010). Stipek, Newton and Chudgar also explain that students in third and fifth grade were given two tests. Gender, household income and ethnicity were were kept equal for this trial and students were divided into three distinct categories. The first test measured student 's understanding of decoding individual words. In the second test, students were given a passage to read and then they were instructed to fill in the missing words.
The author makes an interesting point that even though most adults realize just how little of the reality programs are actually real, adolescent girls may not be as aware. Although the author mentions how reality programs reinforce the idea of acceptable body proportions and ideal weights, Peek highlights that upon viewing the programs, parents can use them as a learning opportunity for their daughters. Parents can then use a program and its characters as examples of how not to behave, examples of people not to emulate, and examples of beliefs and opinions their daughters are not to have. As a result, Peek successfully assesses both the positive and negative effects of reality shows on young girls. Therefore, this source is used to argue in favor of reality television in the
However, what happens when participants are exposed to stereotype beliefs that are disconfirmed? A study by three social psychologists, Mugny, Selimbegovic, and Chatard, revealed that young women with non-stereotypic beliefs were more willing to pursue math or science-related careers Selimbegovic, Chatard and Mugny (2007). Present findings such as that one, provide sufficient evidence that stereotype threat can significantly impair the math performance of women who highly identify with the negative stereotype of their social group. However, in most of the previous studies, ethnic diverse backgrounds were not an important factor when selecting participants and they included participation from undergraduate students with an average age of 18 (Bonnot & Croizet, 2007; Cherney & Campbell, 2011; Davies, Spencer, Quinn & Gerhardstein, 2002). Moreover, few studies have been conducted to explore the effects of stereotype threat among adolescent females in middle school where studies have not yet shown any
Questions were ranked as easy, medium, and hard based on the order in which they were administered (both the tests that were used order questions by difficulty) and adjusted this by how many questions individual participants ended up answering (these tests had ceilings, so after a certain number of wrong answers in a row, the test would terminate). Researchers found that all levels of difficulty showed more correct answers for cognates, but that the medium and hard words showed the largest cognate advantage. This supports that there is a cognate advantage for Spanish-speaking ELL students and that it can be particularly useful with more difficult English vocabulary questions. However, only 60% of students on the PPVT III and 83% on the EOWPVT exhibited this advantage, indicating that it does not appear uniformly in all Spanish-speaking ELL
And what type of behavior prompts an evaluation?” As expected, both parties agreed to the necessity of psychoeducational testing in order to determine the student’s needs and instructional accommodations to allow for student success. However, the parties expressed slightly different views on the type of behaviors to prompt an evaluation. While Jennifer believes the psychoeducational testing is “primarily used for students with autism spectrum disorder” (J. Hodge, personal communication, August 28, 2015), and when the student exhibits aggressive, non-compliant behaviors that interfere with the student’s instructional progress, those behaviors warrant an assessment.
This method is called Response to Intervention, or RtI, which is a three-tiered intervention with universal supports at tier one, and more targeted supports at tiers two and three (Franklin et al., 2012). Some school-based interventions employ universal supports in tier one, while others use tier two and tier three supports to provide more targeted intervention and prevention services to children who are identified as at-risk. A study by Cheny, Flower, and Templeton (2008) revealed that RtI is an effective method for identifying students at-risk for emotional and behavioral disorders and at preventing these disorders. RtI methods help school officials to identify students who are at-risk for developing disorders early and providing these students with resources to prevent them from
More than 10,000 adults and adolescents were tested during the development of the STAI (Julian, 2011). Content validity was optimized by comparing the STAI with other anxiety measures. There were strong associations with the Taylor Manifest Anxiety Scale and Cattell and Scheier’s Anxiety Scale Questionnaire; the STAI and these measures had overall correlations of .73 and .85 (Julian, 2011). Construct validity of the STAI was limited in discriminating anxiety from depression. In order to make sure that anxiety is the only construct being measured, convergent and divergent validity should be examined.
Another argument presented in favor of CCSS is how standards provide help developing better outcomes to improve achievement gaps that were a result of NCLB. Closely related to learning gap and opportunity gap, the term achievement gap refers to any significant and persistent disparity in academic performance or educational attainment between different groups of students, such as white students and minorities, for example, or students from higher-income and lower-income families. Achievement gaps hurts and hinders representation measurements of standards when it comes to developing these children and evaluating performance over a set