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Children of Poverty: Challenges of Teaching
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institutional influences; culture’s influence on how people learn, perceive, and grow.
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Participate in a discussion of pre-service teachers’ perceptions of and experiences with the culture of poverty.
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Examine initial findings of a research project examining pre-service teachers’ perceptions of poverty and the impact of poverty training modules.
B. Methods
The presenters will discuss the theoretical framework and content of this study,
and share updated findings. Surveys, case students, and sample modules will be shared. Presenters will encourage group discussion and dialogue about the issue of poverty and identity development as it relates to teaching and learning.
References
Children’s Defense Fund, (2006). 2004 facts on child poverty in America. Retrieved February 16, 2006, from
www.childrensdefense.org/familyincome/childpoverty/default/aspx
Eamon, M. (2001). The effects of poverty on children’s socioemotional development: An
ecological systems analysis. Social Work.46 (3), 256-267.
Grissmer, D. W., Flanagan, A., Kawata, J. H. & Williamson, S. (2000). Improving
Student Achievement: What State NAEP Test Scores Tell Us. Santa Monica, CA: Rand.
Karoly, L.A., Greenwood, P., Everingham, S., Hoube, J., Kilburn, M., Rydell, C., et al.
(1998). Investing in our children: What we know and don’t know about the costs and benefits of early childhood interventions. Santa Monica, CA: RAND.
National Council for the Social Studies (1994). Curriculum Standards for Social Studies.National Research Council, Commission on Behavioral and Social Sciences and
Education. (1993). Losing generations: Adolescents in high-risk settings. Washington, DC: National Academy Press.
Payne, R.K., (2005). A framework for understanding poverty. (4
th
ed.). Highlands, TX:
aha! Process, Inc.
Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American
Psychologist. 53(2), 109-120.
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| | Authors: Cuthrell, Kristen., Ledford, Carolyn., Stapleton, Joy., Peel, Betty., Anna, Lyon., Ward, Beth. and Evans, Vicki. |
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institutional influences; culture’s influence on how people learn, perceive,
and grow.
•
Participate in a discussion of pre-service teachers’ perceptions of and
experiences with the culture of poverty.
•
Examine initial findings of a research project examining pre-service
teachers’ perceptions of poverty and the impact of poverty training
modules.
B. Methods
The presenters will discuss the theoretical framework and content of this study,
and share updated findings. Surveys, case students, and sample modules will be shared.
Presenters will encourage group discussion and dialogue about the issue of poverty and
identity development as it relates to teaching and learning.
References
Children’s Defense Fund, (2006). 2004 facts on child poverty in America. Retrieved
February 16, 2006, from
Eamon, M. (2001). The effects of poverty on children’s socioemotional development: An
ecological systems analysis. Social Work.46 (3), 256-267.
Grissmer, D. W., Flanagan, A., Kawata, J. H. & Williamson, S. (2000). Improving
Student Achievement: What State NAEP Test Scores Tell Us. Santa Monica, CA:
Rand.
Karoly, L.A., Greenwood, P., Everingham, S., Hoube, J., Kilburn, M., Rydell, C., et al.
(1998). Investing in our children: What we know and don’t know about the costs
and benefits of early childhood interventions. Santa Monica, CA: RAND.
National Council for the Social Studies (1994). Curriculum Standards for Social Studies.
National Research Council, Commission on Behavioral and Social Sciences and
Education. (1993). Losing generations: Adolescents in high-risk settings.
Washington, DC: National Academy Press.
Payne, R.K., (2005). A framework for understanding poverty. (4
th
ed.). Highlands, TX:
aha! Process, Inc.
Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American
Psychologist. 53(2), 109-120.
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