Effective Teachers and Individual DifferencesEffective Teachers and Individual Differences

Socioeconomic Differences andSocioeconomic Differences and Educational ImplicationsEducational Implications

By Tet Magsino EDFD 211 2nd sem 09-10

We seek what is common We seek what is common in all of us and this we in all of us and this we

call, call, nature or essence of mannature or essence of man..

What is natural in man? What is natural in man? It is what is proper to him which It is what is proper to him which

is for man to exercise his is for man to exercise his faculties and capacities, thus, faculties and capacities, thus, enabling him to grow, develop enabling him to grow, develop

and perfect himself.and perfect himself.

Who is a person? 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 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 Educational equity refers to an an educational environmenteducational environment in whichin which individuals canindividuals can consider optionsconsider options and and make choicesmake choices babased on theirsed on their abilities and talentsabilities and talents, NOT on the , NOT on the basis of stereotypes, biased basis of stereotypes, biased expectations or discrimination. expectations or discrimination.

It opens It opens economiceconomic and and social social opportunitiesopportunities rega regardlrdless of ess of gendergender, , ethnicity,ethnicity, racerace or or social statussocial status.” .”

(Equity in Education: The policy implication IEP policy (Equity in Education: The policy implication IEP policy

Workshop Y2K1 Workshop Y2K1 Péter Radó)Péter Radó)

The achievement of educational The achievement of educational equity enables equity enables females females and and males males ofof all races all races andand ethnic backgrounds to ethnic backgrounds to develop skills needed to be productivedevelop skills needed to be productive, , empowered citizensempowered citizens. .

Education that is open to the entire target group:Education that is open to the entire target group:

Education that is differentiatedEducation that is differentiatedEducation that adapts to the needs Education that adapts to the needs

Education that adaEducation that adaptspts toto the the changingchanging needs needs

A. Competing values

Egalitarian policies - The same for allElitist policies - Quality for those who deserve it

Free market policies - Quality for those who can afford itDemocratic policies - Quality for all

Education is a fundamental right but there are :Education is a fundamental right but there are :

B.The dimensions of disadvantages

*socio-economic status *place of residence*individual abilities*ethnic affiliation*gender

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Socio-economic factors and LearningSocio-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-Students with low Socio-economic Status (SES) economic Status (SES) *usually disadvantaged *usually disadvantaged

* poor academic preparation* poor academic preparation

(An Assessment of the Population, Health, Education Policies in the Phil. 1986-1988 By

Alejandro Herrin, Working papers Series 90-10.)

(Steinberg, Blind, & Chan, 1984).(Steinberg, Blind, & Chan, 1984).

Economic ProblemLegal and psychological problems

CAUSESCAUSES

inadequate skillsinadequate skills

limited learning limited learning potentialpotential

Reasons for dropping out of school: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) Achievement of all students could

be improved thru initial initial instructioninstruction in a manner manner

consistentconsistent with each student's learning style.

(a)(a) immediate environment, immediate environment, (b)(b) own emotionality, own emotionality, (c)(c) sociological preferences; sociological preferences; (d)(d) physiological characteristics; and physiological characteristics; and (e)(e) processing inclinations (1992, p. 3). processing inclinations (1992, p. 3).

The Dunn and Dunn model is divided The Dunn and Dunn model is divided into five broad categories and includes into five broad categories and includes 21 elements that demonstrate how 21 elements that demonstrate how learners are affected by their:learners are affected by their:

The variables on the Learning Styles Inventory The variables on the Learning Styles Inventory (LSI) are categorized as either(LSI) are categorized as either

(Dunn & Griggs, 1985; Dunn & Dunn, 1992)

(a)(a)Environmental factors variablesEnvironmental factors variables lighting, mobility, design, learning with others, and tactile/kinesthetic preferences vs. auditory/visual preferences

(b) internal factors(b) internal factorsmotivation motivation persistencepersistence

RESULTS:RESULTS: All significant variables were

related to motivation.motivation. The

findings indicated that,

motivational (internal) rather

than environmental

(external) factors predicted

achievement.

The results indicated that high achievers, in both reading and math,

are characterized as being highly highly motivated,motivated, persistentpersistent, responsibleresponsible (conforming), and teacher motivatedteacher motivated.

defines motivation to learn as" ... a student’s tendency to find academic activities meaningful and worthwhile and to try to derive the intended academic benefits from them"

Brophy (1988) (pp. 205-206)

The motivation to learn The motivation to learn (Ames, 1992). (Ames, 1992). is governed is governed by:by:

1. cognitive and 1. cognitive and 2. affective components2. affective components

(a)(a)performance goals or performance-oriented performance goals or performance-oriented behavior and behavior and

(b)(b)mastery goals or mastery-oriented behavior.mastery goals or mastery-oriented behavior.

Achievement goals can be divided into two contrasting constructs:

(a)(a)performance goals or performance-performance goals or performance-oriented behavior oriented behavior

concerned with receiving positive judgement of their abilityattribute 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 (b) mastery goals or mastery-oriented behavior

pursue learning goals directed toward increasing pursue learning goals directed toward increasing their competence their competence (Dweck, 1975) (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 have an intrinsic locus of control (Dweck, 1975).(Dweck, 1975).

Conclusion Conclusion

Motivation is a critical factor in student achievement Motivation is a critical factor in student achievement

Enhancing motivationEnhancing motivation

active participants in their own learning

assuming a less controlling role

(Differences in learning styles of low socioeconomic status for low and high achieversCaldwell, Ganel P, Ginther, Dean W. Education. Chula Vista: Fall 1996. Vol. 117, Iss. 1; pg. 141, 7 pgs)

Three characteristics for teacher Three characteristics for teacher effectiveness:effectiveness:

Poor Schools Poor Students Successful TeachersPosted on: Monday, 3 October 2005, 12:01 CDTBy Gehrke, Rebecca Swanson

1. Self Awareness and Self Reflection2. 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 ReflectionSelf Awareness and Self Reflection

Genuine learning takes place when Genuine learning takes place when the teacher is able to make education the teacher is able to make education meaningful by having an awareness of the meaningful by having an awareness of the students' backgrounds.students' backgrounds. (Diffily and Perkins 2002)

Strong Knowledge BaseStrong 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 ExpectationsHigh Expectations

Successful teachers believe that all Successful teachers believe that all children can learn; therefore, they maintain high children can learn; therefore, they maintain high expectations for all students, regardless of expectations for all students, regardless of where they teach or the backgrounds of their where they teach or the backgrounds of their students. Effective teachers also believe that students. Effective teachers also believe that they, as the teachers, are responsible for they, as the teachers, are responsible for teaching students successfully teaching students successfully (Brophy 1999; Zeichner (Brophy 1999; Zeichner 2003).2003).

THE ENDTHE END

Thank you!!!Thank you!!!