Effective Teachers and Individual Differences Socioeconomic Differences and Educational Implications Educational Implications By Tet Magsino EDFD nd sem 09-10 We seek what is common in all of us and this we call, nature or essence of man. What is natural in man? It is what is proper to him which is for man to exercise his faculties and capacities, thus, enabling him to grow, develop and perfect himself. Who is a person? Education is a fundamental right that should be accessible throughout the world. SB The cure to poverty and disease is education. SB EQUITY IN EDUCATION What nobler employment, or more valuable to the state, than that of the man who instructs the rising generation. Marcus Tullius Cicero Educational equity refers to an educational environment in which individuals can consider options and make choices based on their abilities and talents, NOT on the basis of stereotypes, biased expectations or discrimination. Educational equity refers to an educational environment in which individuals can consider options and make choices based on their abilities and talents, NOT on the basis of stereotypes, biased expectations or discrimination. It opens economic and social opportunities regardless of gender, ethnicity, race or social status. It opens economic and social opportunities regardless of gender, ethnicity, race or social status. (Equity in Education: The policy implication IEP policy Workshop Y2K1 Pter Rad) (Equity in Education: The policy implication IEP policy Workshop Y2K1 Pter Rad) The achievement of educational equity enables females and males of all races and ethnic backgrounds to develop skills needed to be productive, empowered citizens. The achievement of educational equity enables females and males of all races and ethnic backgrounds to develop skills needed to be productive, empowered citizens. Education that is open to the entire target group: Education that is differentiated Education that is differentiated Education that adapts to the needs Education that adapts to the needs Education that adapts to the changing needs Education that adapts to the changing needs A. Competing values Egalitarian policies - The same for all Elitist policies - Quality for those who deserve it Free market policies - Quality for those who can afford it Democratic policies - Quality for all Education is a fundamental right but there are : B.The dimensions of disadvantages *socio-economic status *place of residence *individual abilities *ethnic affiliation *gender Socio-economic factors and Learning ACCESS to education: Inequalities persist with respect to educational opportunities: this is a world-wide phenomenon. For having come from low quality elementary and secondary education. Students with low Socio- economic Status (SES) *usually disadvantaged * poor academic preparation (An Assessment of the Population, Health, Education Policies in the Phil By Alejandro Herrin, Working papers Series ) (Steinberg, Blind, & Chan, 1984). Economic Problem Legal and psychological problems CAUSES inadequate skills limited learning potential potential Reasons for dropping out of school: Four general categories: 1. familial factors, 2. personal characteristics, 3. socioeconomic factors, and 4. educational achievement and school behaviors Of these factors, educational achievement and school behaviors are the only factors that can be altered by educators. Research (Dunn & Griggs, 1988) Research (Dunn & Dunn,1992; Dunn, Krimsky, Murray, & Quinn, 1985; Hodges, 1985; Lemmon, 1985; Pizzo, 1981) initial instruction manner consistent Achievement of all students could be improved thru initial instruction in a manner consistent with each student's learning style. (a) immediate environment, (b) own emotionality, (c) sociological preferences; (d) physiological characteristics; and (e) processing inclinations (1992, p. 3). The Dunn and Dunn model is divided into five broad categories and includes 21 elements that demonstrate how learners are affected by their: The variables on the Learning Styles Inventory (LSI) are categorized as either (Dunn & Griggs, 1985; Dunn & Dunn, 1992) (a)Environmental factors variables lighting, mobility, design, learning with others, and tactile/kinesthetic preferences vs. auditory/visual preferences (b) internal factors motivation persistence RESULTS: motivation. All significant variables were related to motivation. The findings indicated that, motivational (internal) rather than environmental (external) factors predicted achievement. highly motivated,persistentresponsible teacher motivated The results indicated that high achievers, in both reading and math, are characterized as being highly motivated, persistent, responsible (conforming), and teacher motivated. defines motivation to learn as"... a students tendency to find academic activities meaningful and worthwhile and to try to derive the intended academic benefits from them" Brophy (1988) (pp ) The motivation to learn (Ames, 1992). is governed by: 1. cognitive and 2. affective components (a)performance goals or performance-oriented behavior and (b)mastery goals or mastery-oriented behavior. Achievement goals can be divided into two contrasting constructs: (a)performance goals or performance- oriented behavior concerned with receiving positive judgement of their ability attribute success to factors outside of themselves Failure is attributed to lack of ability Lowered motivation (Licht & Dweck, 1984; Weisz, 1981). (b) mastery goals or mastery-oriented behavior pursue learning goals directed toward increasing pursue learning goals directed toward increasing their competence (Dweck, 1975) their competence (Dweck, 1975) associate success with effort associate success with effort provide self-praise and encouragement provide self-praise and encouragement accept responsibility for failure accept responsibility for failure have an intrinsic locus of control (Dweck, 1975). have an intrinsic locus of control (Dweck, 1975). Conclusion Motivation is a critical factor in student achievement Enhancing motivation active participants in their own learning assuming a less controlling role (Differences in learning styles of low socioeconomic status for low and high achievers Caldwell, Ganel P, Ginther, Dean W. Education. Chula Vista: Fall Vol. 117, Iss. 1; pg. 141, 7 pgs) Three characteristics for teacher effectiveness: Poor Schools Poor Students Successful Teachers Posted on: Monday, 3 October 2005, 12:01 CDT By Gehrke, Rebecca Swanson 1. Self Awareness and Self Reflection 2. Strong Knowledge Base, and 3. High expectations must reconcile two factors: 1) desire to meet students' learning needs in an individual, personal manner; 2) system that requires uniform conduct, treatment, and outcomes (Weiner 1993; 1999). Self Awareness and Self Reflection Genuine learning takes place when the teacher is able to make education meaningful by having an awareness of the students' backgrounds. Genuine learning takes place when the teacher is able to make education meaningful by having an awareness of the students' backgrounds. (Diffily and Perkins 2002) Strong Knowledge Base Honig, Kahne, and McLaughlin (2001) added that teaching can be enhanced by teachers becoming familiar with students' neighborhoods, families, and other venues for learning outside of school-for instance, where coaches, mentors, or youth counselors influence student learning. High Expectations Successful teachers believe that all children can learn; therefore, they maintain high expectations for all students, regardless of where they teach or the backgrounds of their students. Effective teachers also believe that they, as the teachers, are responsible for teaching students successfully (Brophy 1999; Zeichner 2003). THE END Thank you!!!