The ways urban areas are perceived vary greatly across the globe. In the 20th century, the term became a derogative code indicating the problems resulting from the disparities between the rich and the poor living in the cities. It is these negative perceptions that impact education, as well as form the nature of schooling in urban areas. The attainment gap between the rich and the poor has widened largely since 1962, with fewer students graduating from farthest urban school districts. This has been due to what Herbaman has termed as special challenges, including Highly Politicized School Boards, Government Oversight, and Central Office Bureaucracies among others (2004). When reading this article, one is compelled to pity the students from the poor families. However, these challenges necessitate the best of educational approaches if the students are to excel. Even with no entirely successful urban districts, every district has an effective school including the poorest districts. This raises the question why are the poorly performing schools in some of the poorest districts not adopting the educational practices being used by the better performing schools? It is true that this kind of incongruity whereby some schools perform better than others in between failures and chaos have been there, and they have been documented to help people state with assurance the characteristics leading to their effectiveness.
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According to the article by Ferguson et al. (2007) on the impact of poverty on educational outcomes for children, the inequality gap between the rich and the poor amongst Canadian families has widened tremendously over the last ten years. Major area influenced by these disparities is the education sector. The children from affluent families start school in time while those from low income families rag behind as indicated by the measures of school readiness. The duration, incidence, depth, and timing of poverty impact the education attainment of a child, along with the social networks and characteristics of a community. Nonetheless, the Canadian and the international community interventions have proven that the impacts of poverty can be minimized through sustainable interventions. The family doctors and pediatricians have numerous opportunities to impact school readiness and educational performance in primary care setting. This site is operated by National Center for Biotechnology Information, U.S. National Library of Medicine.
The History Learning Site talks of the relationship between poverty and education, a problem that is of great concern to many people. Does poverty result in education failure or are poor children born in a cycle of poverty? Considering such factors as being born from a poor family, being inadequately prepared in school, and failure to access complete curriculum, all characterize children born into poverty making it difficult for them to break from the cycle.From the article, poor children are always behind others during their early school years. This implies that they are poorly prepared both for schooling and in school. Approximately 14 percent of the variation between a persons performance is linked to school quality. However, providing an adequately well-controlled learning and teaching environment is important in determining the efficiency of learning amongst children. Besides, offering additional activities to children outside the school environment is essential in building confidence. Joseph Rowntree Foundation (JRF) published a study that indicated that children born into poverty face significantly low educational outcome as well as future life opportunities. The study concluded that reduced performance in education is contributed by low income, and school experiences vary depending on a child’s background. More disadvantaged children experience deficient of power in their education, thus, turn out to become unenthusiastic beneficiaries of the coached curriculum. As a result, such children develop diverse educational attitudes which assist in shaping their future.
The views in these websites are similar to those of Haberman in that the articles are focused on poverty and education. The authors have discussed how poverty has affected children performance in schools and offered solutions to enhance good learning. However, in his articles, Haberman has greatly focused on urban children and how the teachers perform the most essential roles, how the classroom environment creates a distinct control structure between the instructors and the learners. The tutor takes the function of a totalitarian whilst the students are just passive listeners. The result of this is that children born into poverty and urban students always lag behind in classroom.
A report by Thomas indicated that the children from lower income families scored low on measures of communication, symbol use and the ability to play with other children, as well as concentrate in class, as compared to the children from affluent schools (Ferguson et al., 2007). On the other hand, children from wealthy families have a higher chance of getting through college (76 %) while only about 4% from the poor families get through college and graduate (Herbaman, 2004).
One of the best supported research examples is enshrined in what has been illustrated as the pedagogy of poverty (Haberman, 1991, Haberman, 2004). Teaching in most schools is comprised of ritualized actions of teachers that involve students in remarkable learning interlinked to their lives. In another research by the Institute of Research and Public Policy, it was apparent that children from poor families could not pass grade 3 (Ferguson et al., 2007). Lastly, Campaign to End Child Poverty is another well supported research that indicated there is a gap of nine months between the rich and the poor children before joining school (Bryant, 2013).
In order to improve the situation, it is recommended that schools should adopt a clear mission, a conducive learning environment, administrators who are instructional, a close supervision of students’ progress, and a remarkable home-school relation (Herbaman, 2004). Secondly, create awareness of the short, medium and long-term costs that make children leave school, and enhancing the probable education success of any youth who deserves help (Ferguson et al., 2007).
The greatest obstacle to implementing these recommendations is failure of the involved parties (teachers, administration and the government) to get closely involved in student learning. Modification of the learning environment initiates from the classroom where the relationships between the student and the teachers need to be changed. The school administration and the government should also play their part to ensure that all children, in spite of poverty, are provided with education. Students should be involved in everything that concerns their learning.
Effectively searching and locating for information on poverty and education is essential for the completion of this assignment. In order to identify web resources on this topic, one should establish a search strategy by considering the information required and where it can be searched. Resources should be chosen basing on the kind of information and resources needed to complete the assignment.
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