bibliography_2
docx
keyboard_arrow_up
School
Liberty University *
*We aren’t endorsed by this school
Course
701
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
6
Uploaded by Chief_Snow_Toad
Running head: ANNOTATED BIBLIOGRAPHY
1
Amber Martin
Annotated Bibliography
#2Liberty University
EDUC 701
Dr . Spaulding
September 12, 2021
Annotated Bibliography
2
Annotated Bibliography
Research Question:
“What impact does poverty have on American school children?” Reference 6:
Plucker, J. A., & Peters, S. J. (2018). Closing poverty-based excellence gaps: Conceptual, measurement, and educational issues. Gifted Child Quarterly
, 62(1), 56–67. The primary focus of this study was to argue that a growing number of students that live in poverty
and address the quality education gaps that are continue to increase for these children. Quality gaps
are often varying outcomes in tests scores at the advanced level among subgroups of students (Plucker, 2016). Educators, administrators, and other school administrators prime focus of the students who do not do well in standardize testing and understand it can be effects of poverty. This article mentions that we must feature these gaps as a focal point. They continue to increase, the hope is that educators work towards closing these gaps not only for the low scoring students but also for the high scoring students living in poverty. The data in this article was collected from studies in the International Mathematics and Science Study and from 82 education systems. There findings were that there is evidence of declining gender education gaps and persistence. Reference 7:
Parbst, M. & Wodtke, G.T. (2017). Neighborhoods, schools, and academic achievement: A formal mediation analysis of contextual effects of reading and mathematics abilities. Demography,
vol. 54(5), pages 1653-1676. Retrieved from https://doi.org/10.1007/s13524-017-0603-1
Annotated Bibliography
3
A very similar experiment was conducted by Kimbro, Magnuson and Wolf, Parbst and Wodtke (2017). To determine if the economic status of a communities in certain areas could possibly affect a school’s socioeconomic status. Their experiment measured: poverty rate, unemployment, household income, single parent homes, education level of adults in the home, and occupation. The
authors in this study hypothesized that it was possible a neighborhood could affect and determine the outcome of these children. The socioeconomic composition of the schools assigned there and that the socioeconomic composition of the school, would in turn, affect academic achievement. The authors suggested that a school’s economic status and quality of education are linked, it is understood that most low-income areas tend to result in multiple educational deficiencies. Schools in low-income communities’ house low-income students, end up employing
less than excellent teachers resulting in chaotic classrooms and not enough resources for all of the students. Reference 8:
Barbarin, O. A., & Aikens, N. (2015). Overcoming the educational disadvantages of poor children: How much do teacher preparation, workload, and expectations matter. American Journal of Orthopsychiatry , 85 (2), 101–105. The authors that wrote this article, O.A. Barbarian and N. Aikens, published it in 2015 with the purpose of advising those that have the power to reform and make changes in the education system about the disparaging education gaps between poor and rich children. The authors are credible and believable and appear to have authority since they both come from distinguished research-based institutions that are favored and admired. They go on to the scientific use of statistical analysis to support their evidence and how they identify these issues in the environments of impoverished students. The authors provide detailed findings for the effects of these environments and on the academic success of each of these children. The authors allege that the terrible conditions these
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Annotated Bibliography
4
lower income children face put them against the path of success. Finally, the authors suggest the social innovations in the education system should better at accommodating students that live in poverty. The study is an important interest to me in my research how poverty impedes on a child’s education.
Reference 9:
Jensen, E. (2013). How poverty affects classroom engagement. Educational Leadership
, 70(8), 24–
30. Retrieved from -leadership/may13/vol70/num08/How-Poverty-Affects-Classroom-
Engagement.aspx
Jensen (2013) investigated how does poverty affect a student engagement in their classroom. The research conducted by Jensen found that there are seven major differences between students in poverty and those that are in the middle to upper-class. These seven different indicators are the seven differences found in their nutrition and health , effort, growth-mindset, vocabulary, distress, cognition, and relationships. Jensen (2013) then uncovered that many educators have not questioned or addressed any of these differences to ensure equality for all students. Teachers are not sure what to do when it comes to their impoverished students. Jensen (2013) found in a study that out of 81,000 students across the United States, the students not in Title I programs consistently reported higher levels of engagement than students who were eligible for free or reduced-price lunch. He further surmised that the most crucial element a teacher can focus on is to understand and know who your students are. This aspect can make all of the difference.
Annotated Bibliography
5
Reference 10:
R. Connell (1994) Poverty and education. Harvard Educational Review
: July 1994, Vol. 64, No. 2, pp. 125-150.
R. Connel, published this article in 1994 with the determination of contacting international humanitarian groups about impoverished children in modern countries. The author is credible and respectable. He has the authority as he is approved and authorized by the Harvard educational publishing group. R. Connel, uses the compiled experiences of the teachers and the parents within programs that provide evidence and facts for the sociology of education for these impoverished students. The author then provides various explanations of these effects that the policymakers inability to act in reforming education for these at-risk students. The author makes the claim that these policies are neglected in the international educational reform. Additionally, the author makes recommendations to immediately take action by these governments in the expectation to make a difference in these children’s education. The authors’ finalizes that the concern to me in my research on poverty and how it impacts children’s education as it uncovers all the injustices of ignoring a poor child’s education.
Annotated Bibliography
6
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help