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The achievement gap is a problem for many younger learners that appears to be impacted by racial and socio-economic factors (Harackiewicz, Canning, Tibbetts, Priniski & Hyde, 2016). However, social psychology interventions can be applied to help reverse the negative impacts of these factors and instill confidence in young students on the wrong end of the achievement gap (Spitzer & Aronson, 2015; Yeager & Walton, 2011). This paper will describe an intervention to address the problem of the achievement gap so as to assist in closing it.
The problem of the achievement gap is one that impacts all of society: educational disparities cause disruptions in the balance of economic opportunities for people around the whole country. As one group excels, another falls behind, which means there are fewer opportunities for the latter to succeed. Closing the achievement gap can help to create more equitability in education and allow for more even job opportunities across all populations (Harackiewicz et al., 2016).
This problem is of interest to me because I have long been aware of the achievement gap and how it can start as early as the first grade and widen from there (Palardy, 2015). I feel that companies should do more to address the...
The more equitability there is in education, the more that companies will benefit from a larger pool of applicants who have all achieved the same standard of education and skill set acquisition. As John Diamond, assistant professor at the Harvard Graduate School of Education, notes, “It’s not sustainable for society to educate some people and not others” (Ireland, 2007). Ireland (2007) shows that there is both a material and a symbolic problem at the root of this issue: the best teachers go to the best schools where they can teach the best students from the best communities; students who are behind end up getting teachers at schools that are not nearly as resourceful. If companies want to increase their chances of getting adequate talent in the future, they need to address the source of the problem early on by supporting initiatives that can close the achievement gap.
The behaviors that contribute to this issue are a failure of adequate resources to be evenly distributed among schools and also a failure of students to be challenged and provided with the type of emotional…
control group as well as potential other study groups (grade level and ability level DCS2 -- Field Notes/Observational Records -- Observation of the above classes engaged in either a various lessons; take detailed notes on behaviors observed and current strategies being use to refocus or mitigate that behavior. DCS3 -- Audiotaped Interviews (Children) -- Interview students about ways they believe behavior or management intervention can be effective. Students innately understand that
Realty therapy, which was developed by psychiatrist William Glasser during the 1960's, requires those working with a student with emotional disturbance to develop a positive, friendly relationship, especially with those particular students who do not want such a relationship (Wong 2004). Realty therapy differs from other psychological models because it urges everyone who works with the student to enter into a counseling relationship with them, not simply the psychologist (Wong
" May (2003) emphasizes the need exists for greater technological sense and knowledge for all current and future students. Consequently, this need has led to incorporation of technology in classrooms settings, as technologies aim to increase students' intensity of wisdom, cooperation and text assessment. Today, literacy reading skills prove to be vital for both normal and special-needs students, as exposure to literacy encompasses more than books. In fact, the range
Recent reviews of research on summer school show that high quality programs can make a difference in student learning (Harrington-Lueker, 2000). Results of the research point to programs that focus on corrective or accelerated learning have a positive consequence on student learning. There is significant evidence that summer school can help bring many struggling students up to grade level and prevents loss of learning with many others (Denton, 2001;
For example, a teacher would tell a class of first graders to "Please keep your hands and feet to yourself" instead of "Don't hit or kick." It is a distinction that seems simple but has been proven effective. Build Rapport While it is essential to establish clear teacher-student boundaries, it is important for teachers to build rapport with their students. Guerico (2011) writes that teachers can be friendly without being a
In order to compare educational strategies from the two lingual forms, the study used signed video tapes using both ASL and English sign. The three students then watched the tapes over a period of two separate sessions, after which they were asked to produce "a written version of the text they had viewed," (Mayer & Akamatsu 2000 p 295). This was then followed up by later interviews comparing and