Lily Graves EDF 3203 CA resources chart

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Apr 3, 2024

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CA Assessment Paper Part 1 Resources Chart Citation of source (use APA) Who is the author(s)? Give as much info as you can about the beliefs, assumptions, and perspectives of the person(s) who wrote the information Major points (what are the major points the author(s) makes? Use a bulleted list Payne, R. K., Ph.D. (2005). A Framework for Understanding Poverty 10 Actions to Educate Students. Retrieved July 05, 2019, from https://www.iaase.org/Do cuments/Ctrl_Hyperlink/ Keynote_2_uid915201374 5222.pdf Author: Ruby K. Payne, Ph.D. Ruby K. Payne is an author, speaker, publisher, and career educator who is specialized in the field of economic classes and overcoming the hurdles of poverty. She works to help educate the community of professionals like educators and school administrators, churches, and business leaders. In this article, the main theme is the “10 Actions to Educate Students” which connects to her book “A Framework for Understanding Poverty”. Payne believes that schools play a critical role in the lives of children who are living in poverty. She feels that by helping to educate the community of the pressing effects that poverty has, will help offer lasting benefits for children. She uses a survey type assessment to gauge personal experience to help the reader better understand the differences between poverty, middle class, and wealth. By broadening the readers perspective, they may be able to gain a deeper understanding of the struggles Personal experience with a class (the readers experience with poverty, middle class, and wealth) 10 Actions to educate students (the specific action and why the action should be taken. E.g. Build relationships of mutual respect > Motivation for learning. / Analyze the resources of your students and make interventions based on resources the students have access to > Interventions do not work if they are based on resources that are not available. Continuum of resources: resources help build stability e.g. Under-resourced > dysfunction, survival, less educated. Resourced> functionality, abundance, more educated. Resources: financial, emotional, mental, spiritual, physical, support systems, relationships/role models, knowledge of hidden rules, and formal register. When a student cannot > One will often see this in the classroom. E.g. organize data >
CA Assessment Paper Part 1 Resources Chart each student faces and how it differs depending on their family’s class. cannot explain why/doesn’t recognize when something is missing. Control impulsivity > cannot plan. Van der Valk, A. (2016). Questioning Payne. Retrieved July 05, 2019, from https://www.tolerance.org /magazine/spring-2016/qu estioning-payne Author: Adrienne van der Valk. Adrienne van der Valk started her career focusing on social work where she was an advocate for the homeless and runaway youth as well as survivors of sexual violence. A little later in her career, she began to study political science and journalism which lead to using her editorial skills for social justice. In this article, the main theme is “questioning Payne and her operating on stereotypes”. She offers a different perspective than Ruby K. Payne and feels there are some errors in Payne’s views regarding poverty. This article includes viewpoints from Dr. Joseph A. Taylor. He is an independent program evaluation specialist who reviewed the empirical research that was cited by Dr. Ruby Payne in the latest edition of Framework . Dr. Taylor has been conducting quantitative policy research in education for over 15 years and focuses on the effects of education interventions. Teaching Tolerance’s Philosophy of Teaching and Learning: Students learn most effectively when educators know and support each students’ unique strengths and aspects of their identities. Foundational practices from research on effective teaching and learning: holding all students to high expectations, getting to know the student’s families/ communities and acknowledging the multiple facets of their identities. The criticisms in Payne’s k-12 material: focusing on individual intervention while ignoring the systems that cause, worsen and perpetuate poverty, overgeneralizations about people living in poverty while relying on stereotypes, and focusing on the perceived weaknesses of children and families who live in poverty. Operating on stereotypes: Payne uses an approach she calls “cognitive” where she focuses on how the experience of scarcity/plenty/excess affects thinking. This is flawed to some due to generalizations that can be made. Students weren’t scaffolded as
CA Assessment Paper Part 1 Resources Chart individuals, yet it was assumed that everyone living poverty reacted, responded, and did things the same way. Deficit thinking: Another criticism against Payne is she places too much emphasis on the skills and experiences that students in poverty lack e.g. respect for authority, language proficiency, and cognitive and behavioral skills. Payne also places emphasis that the rules of poverty differ from middle class and wealth but mostly that the rules of poverty as not as good. Lack of evidence base: In Payne’s original editions of Framework , she only cites one source to support her claims. These were observations she made that were based off what she viewed while married to a man who grew up in generational poverty. The lack of substantial theoretical or empirical framework makes it hard for educators or scholars to find her work credited and reliable. Fundamentally at odds: “Teaching tolerance” and the “aha! Process program” tends to be at odds for a few reasons. TT questions aha’s legitimacy due to the lack of improved academic outcomes and empowerment of students. Payne has added an appendix to newer editions of Framework where she lists that social justice isn’t her area of focus or expertise, and poverty is too complex for Framework to address all its components in
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