scholarly journals Designing a Valid and Reliable Instrument to Measure Teachers' Use and Perceptions of Initiatives that Address the Low Socioeconomic Achievement Gap in West Virginia Title I Schools

2016 ◽  
Author(s):  
Rosemary Beatrice Coyle Anderson
Keyword(s):  
Achievement Gap ◽  
West Virginia ◽  
Title I ◽  
Title I Schools ◽  
Low Socioeconomic ◽  
Socioeconomic Achievement ◽  
Reliable Instrument

scholarly journals The Global Increase in the Socioeconomic Achievement Gap, 1964 to 2015

2019 ◽  
Vol 84 (3) ◽  
pp. 517-544 ◽  
Author(s):  
Anna K. Chmielewski
Keyword(s):  
Achievement Gap ◽  
Low Socioeconomic Status ◽  
Cognitive Skills ◽  
Large Scale ◽  
Educational Inequality ◽  
Achievement Gaps ◽  
Low Socioeconomic ◽  
Wide Range ◽  
Socioeconomic Achievement ◽  
Global Increase

The “socioeconomic achievement gap”—the disparity in academic achievement between students from high- and low-socioeconomic status (SES) backgrounds—is well-known in the sociology of education. The SES achievement gap has been documented across a wide range of countries. Yet in most countries, we do not know whether the SES achievement gap has been changing over time. This study combines 30 international large-scale assessments over 50 years, representing 100 countries and about 5.8 million students. SES achievement gaps are computed between the 90th and 10th percentiles of three available measures of family SES: parents’ education, parents’ occupation, and the number of books in the home. Results indicate that, for each of the three SES variables examined, achievement gaps increased in a majority of sample countries. Yet there is substantial cross-national variation in the size of increases in SES achievement gaps. The largest increases are observed in countries with rapidly increasing school enrollments, implying that expanding access reveals educational inequality that was previously hidden outside the school system. However, gaps also increased in many countries with consistently high enrollments, suggesting that cognitive skills are an increasingly important dimension of educational stratification worldwide.

To Teach or Not to Teach in Title 1 Schools : An Explorative Study on Preservice Teachers Motivation

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Qian Wang ◽  
◽  
Laura Lewis ◽  
Keyword(s):  
Preservice Teachers ◽  
Title I ◽  
Professional Training ◽  
Teacher Education Program ◽  
Social Experiences ◽  
Title I Schools ◽  
Title 1 ◽  
Research And Practice ◽  
Explorative Study ◽  
Title 1 Schools

This study aims to explore preservice teachers' motivations to teach at Title I schools as well as whether their motivations differ based on how far they are in their teacher education program. A total of 128 preservice teachers from two groups with different numbers of field experiences were surveyed. Preservice teachers cited extrinsic, altruistic, intrinsic, and past learning experiences as main reasons motivated them wanting to teach at Title I schools upon graduation. Their motivations might change due to the influences from professional training and social experiences. It was also found that in both groups there were many preservice teachers undecided whether they wanted to teach at Title I schools or not. Implications for research and practice are discussed.

Teaching as Literacy

2013 ◽  
pp. 118-133
Author(s):  
Krista Steinke ◽  
Valerie C. Bryan
Keyword(s):  
Teacher Education ◽  
Title I ◽  
Teacher Attrition ◽  
Recent Literature ◽  
Meta Analysis ◽  
Title I Schools ◽  
High Poverty ◽  
Title I School ◽  
Pedagogy Of The Oppressed

This chapter is a qualitative meta-analysis that discusses the growing trend of teacher attrition in Title I schools. Recent literature on teacher attrition was reviewed and analyzed in combination with literacy theories. This study describes teaching as a form of literacy that the teacher must learn and is based primarily on Gee’s (1989) ideas of discourse acquisition, Freire’s (1993) Pedagogy of the Oppressed, and Delpit’s (1995) The Politics of Teaching a Literate Discourse. The researchers explain, through the lens of literacy theories, how viewing teaching as a form of literacy can help us to understand the problem of attrition. Analyzing the problems faced by these teachers through these theories can provide individuals in the field of education with the means for understanding the challenges that often prevent well-meaning and talented teachers from becoming successful in the high-poverty setting. This study has the potential to bring to light the problem of teacher attrition in Title I schools throughout the nation and promote improvements in teacher education to better prepare upcoming teachers for the challenges that they will face in the Title I school.

Reaching Out to Students From Title I Schools

2018 ◽  
Vol 72 (4) ◽  
pp. 514-518
Author(s):  
Vickie Johnston ◽  
Cynthia Dawn Martelli
Keyword(s):  
Title I ◽  
Title I Schools
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