Lily Graves EDF 3203 CA resources chart
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Apr 3, 2024
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CA Assessment Paper
Part 1
Resources Chart
Citation of source
(use APA)
Who is the author(s)? Give as
much info as you can about the
beliefs, assumptions, and
perspectives of the person(s)
who wrote the information
Major points (what are the major points the author(s) makes? Use a bulleted list
Payne, R. K., Ph.D. (2005). A Framework for Understanding Poverty 10
Actions to Educate Students. Retrieved July 05, 2019, from https://www.iaase.org/Do
cuments/Ctrl_Hyperlink/
Keynote_2_uid915201374
5222.pdf
Author: Ruby K. Payne, Ph.D.
Ruby K. Payne is an author, speaker, publisher, and career educator who is specialized in the field of economic classes and overcoming the hurdles of poverty. She works to help educate the community of professionals like educators and school administrators, churches, and business leaders. In this article, the main theme is the “10 Actions to Educate Students” which connects to her book “A Framework for
Understanding Poverty”. Payne believes that schools play a critical role in the lives of children who are living in
poverty. She feels that by helping to educate the community of the pressing effects that poverty has, will help offer lasting benefits for children. She uses a survey type assessment to gauge personal experience to help the reader better understand the differences between poverty, middle class, and wealth. By broadening the readers perspective, they may be able to gain a deeper understanding of the struggles
Personal experience with a class (the readers experience with poverty, middle class, and wealth)
10 Actions to educate students (the specific action and why the action should be taken. E.g.
Build relationships of mutual respect > Motivation for learning. / Analyze the resources of your students and make interventions based on resources the students have access to > Interventions do not work if they are based on resources that are not available.
Continuum of resources: resources help build stability e.g. Under-resourced > dysfunction, survival, less educated. Resourced> functionality, abundance, more educated.
Resources: financial, emotional, mental, spiritual, physical, support systems, relationships/role models, knowledge of hidden
rules, and formal register.
When a student cannot > One will often see this in the classroom. E.g. organize data >
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each student faces and how it differs depending on their family’s class. cannot explain why/doesn’t recognize when something is missing. Control impulsivity > cannot plan. Van der Valk, A. (2016). Questioning Payne. Retrieved July 05, 2019, from https://www.tolerance.org
/magazine/spring-2016/qu
estioning-payne
Author: Adrienne van der Valk.
Adrienne van der Valk started her career focusing on social work where she was an advocate for the homeless and runaway youth as well as survivors of sexual violence. A little later in her career, she began to study political science and journalism which lead to using her editorial skills for social justice. In this article, the main theme is “questioning Payne and her operating on stereotypes”. She offers a different perspective than Ruby K. Payne and feels there are some errors in Payne’s views regarding poverty. This article includes viewpoints from Dr. Joseph A. Taylor. He is an
independent program evaluation specialist who reviewed the empirical research that was cited by Dr. Ruby Payne in the latest edition of Framework
. Dr. Taylor has been conducting quantitative policy research in education for over 15 years and focuses on the effects of education interventions.
Teaching Tolerance’s Philosophy of Teaching and Learning: Students learn most effectively when educators know and support each students’ unique strengths and aspects of their identities.
Foundational practices from research on effective teaching and learning: holding all students to high expectations, getting to know the student’s families/ communities and acknowledging the multiple facets of their identities.
The criticisms in Payne’s k-12 material: focusing on individual intervention while ignoring the systems that cause, worsen and perpetuate poverty, overgeneralizations about people living in poverty while relying on stereotypes, and focusing on the perceived weaknesses of children and families who live in poverty.
Operating on stereotypes: Payne uses an approach she calls “cognitive” where she focuses on how the experience of scarcity/plenty/excess affects thinking. This is flawed to some due to generalizations that can be made. Students weren’t scaffolded as
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individuals, yet it was assumed that everyone living poverty reacted, responded, and did things the same way.
Deficit thinking: Another criticism against Payne is she places too much emphasis on the skills and experiences that students in poverty lack e.g. respect for authority, language proficiency, and cognitive and behavioral skills. Payne also places emphasis that the rules
of poverty differ from middle class and wealth but mostly that the rules of poverty as not as good.
Lack of evidence base: In Payne’s original editions of Framework
, she only cites one source to support her claims. These were observations she made that were based off what she viewed while married to a man who grew up in generational poverty. The lack of substantial theoretical or empirical framework makes it hard for educators or scholars to find her work credited and reliable.
Fundamentally at odds: “Teaching tolerance” and the “aha! Process program” tends to be at odds for a few reasons. TT questions aha’s legitimacy due to the lack of improved academic outcomes and empowerment of students. Payne has added an appendix to newer editions of Framework where she lists that social justice isn’t her area of focus or expertise, and poverty is too complex for Framework
to address all its components in
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CA Assessment Paper
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depth. Fergusson, D. M. (2007, September 01). Exposure to Single Parenthood in Childhood and Later Mental Health, Educational, Economic, and Criminal Behavior Outcomes. Retrieved July 05, 2019, from https://jamanetwork.com/j
ournals/jamapsychiatry/art
icle-abstract/482426
Authors: David M. Fergusson, PhD. Joseph M. Boden, PhD. L. John Horwood, MSc
David M. Fergusson, PhD was the founder of the Christchurch Health and Development Study. He has produced over 435 books, reports, and scientific articles that discuss numerous topics such as psychology, psychiatry, epidemiology, pediatrics, health economics, and sociology. He also was the director and evaluator on the Board of the Early Start Project which was a family support program. Joseph M. Boden, PhD was trained as
an experimental social psychologist and was awarded the Gold Medal for Research Excellence in March 2017. He focuses on psychosocial cause and consequences of substance use, abuse, and dependence. John Horwood, MSc is the Director and biostatistician for the Christchurch Health and Development study research unit. He focuses on the aspects of psychosocial development in adolescence and young adulthood. E.g. the long-term functional outcomes of preterm birth
and low birth weight and life course trajectories
in antisocial behavior. Fergusson, Boden, and Horwood wrote this article to advance their knowledge as to what the implications are for a
child raised in a single-parent household.
The main topic of this article was the research conducted when trying to examine the associations between the exposure of single parenthood and how it affects children later in life. These factors are mental health, educational, economic, and criminal behaviors that were outcomes of single-parenthood.
Fergusson, Boden, and Horwood conducted their study based off of 971 participants over a span of 25 years. The participants ranged from birth to 16 years old.
The results had found that there were significant associations between the extent exposure to single-parenthood and anxiety disorders, earning a university degree, welfare dependence/personal income, arrest or conviction, and violent and property offense. “After adjustment for confounding factors, the associations between exposure to single parenthood and most outcomes were explained.”
Associations between exposure to single-
parenthood in childhood connect to the outcomes in young adulthood. The study found
that these outcomes may be explained by the social and contextual factors that are associated
with single-parenthood.
The structure of what is a “family” has changed
over the past 50 years and numerous children are now raised in single-parent homes. As a
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society, people have different views as to what the implications are for a child who grows up in a single-family home such as the health, well-being, and life opportunities.