Education Analysis Paper

More likely to serve low income students is urban public schools which who are reportedly failing to educate the students they serve. In urban public schools, Numerous understudies and their families are living with serious financial disservice. Students are not proven to be the problem. The education that urban students in government funded schools get is evidently insufficient. To be a school that promotes a good academic status of students, you can’t lack basic social utilities. Poverty in urban schools can be fixed. A feature that characterizes effective schools involves coordination instruction among teachers which contributed to the weak academic performance of low income students. You must ask yourself what would be the best solution to help these students succeed? Because urban school are being run badly, they are failing. Improvement within management lies a solution. According to Chicago Tribune in the news article” Economic Inequality: The real cause of the urban school problem” findings show that the root of the problems facing urban schools can be found in gradual but extremely powerful changes in the nation's economy It takes a comfortable environment, suitable effective committed teachers, more use of instructional practices consistently and available necessities and needs. The most important statistic provided is the Growing economic inequality contributes in a multitude of ways to a widening gulf between the educational outcomes of rich and poor

Epstein, K. K. (2006). A different view of urban schools: Civil rights, critical race theory,

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

1. I understand that the job of an Urban Teacher is a daunting task.It requires an individual with the capability to building strong student ethics , character and achievement Teaching requires passion and a desire to impart knowledge in students from all communities.

In an interview with a local elementary school teacher Elizabeth Romero, when asked the question “Why teach at the elementary level versus teacher higher up such as high school or college?” , She responded with the answer “ I believe that in this time of the kids life is the most influential. If I as a teacher can teach these kids the rights things to do and prepare them for the future than I believe that they all can do great things with their lives.” Mrs. Romero began teaching at the age back in 2004 originally teaching high school. She realized that there was only a select few who chose to excel in their studies. In her words “…some were what some would call lost causes but there were only a select few who put real efforts into their studies.” It was at that moment that

As postmodern educators feel their way through an ever changing multicultural classroom environment, it is imperative that each hold firmly to their philosophical positions and do not let society influence them in a negative way. At the same time all teachers should be continually reflecting inwardly to make oneself accountable to their profession.

It also showed us that value in education comes in different forms. For example, students like DeAndre valued education but didn’t think the education he was receiving was the best approach for him. It may appear the DeAndre was uninterested in learning but in reality he was interested in learning things that could help and resonated with his cultural history. I was enlightened by the way this article helped to highlight different types of students in a positive light. I resonate with this article because I went to a high school where students were labeled as noncompliant or “acting white”. I fell that more educators should read this article to get a well-rounded view of all their students especially those in the minority community. Furthermore, after reading this article I began to brainstorm alternatives to making school more appealing to all categories of students. According to the Boston Globe a new idea called community schools are entering discussions about better school models. The Boston Globe defines community schools as “both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, health and social services, youth and community development, and community engagement leads to improved student learning, stronger families, and healthier communities”. This idea sounds great to me because not only does it address the needs of the student

I participate in a tutoring program for elementary students in Dorchester, an underserved community in Boston. Working with the children has helped me eliminate preconceived ideas that led me to believe schools were bad because the parents did not pay enough attention to their children's educations. I now realize that the problems in education have more to do with the amount of funding that goes into certain schools. Ignorance and distance from reality caused me to believe that struggling neighborhoods inherently produce bad students. I now understand that the problems within the school do not reflect the students’ abilities.

We will house kids who are products of all facets of society. For example, children of immigrants, children who have affluence, children who are loved and cared for greatly and children who may be in a situation of neglect. Teaching is about reaching out to each student, helping them to overcome challenges and be the best that they can be. It seems that an increasing number of these challenges may not be academic in nature. I believe that conquering these challenges actually beings with the little community forming within our classrooms. As teachers we have the obligation to teach our students how to have respect and compassion for one another. How to be on the same team and work together, no matter each person’s background.

Ever wonder what kind of education we obtained or what kind of education children are receiving? According to Jean Anyon, “...the ‘hidden curriculum’ of schoolwork is tacit preparation for relating to the process of production in a particular way. Differing curricular, pedagogical, and pupil evaluation practices emphasize different cognitive and behavioral skill in each social setting and thus contribute to the development in the children of certain potential relationships to physical and symbolic capital, to authority, and to the process of work” (151). Therefore, Anyon believes that schools are not focusing on giving children the proper education and instead they provide the education based on the community’s social-class. Based on “‘I Just Wanna Be Average’” by Mike Rose and my academic experience both stories give interesting points of views regarding the type of education that was given. In Rose’s story, Rose is a young man who lived in a working class community but attended a middle class high school. Rose received a working class education but soon a new teacher arrived and changed his academic experience. In my personal experience, I grew up in a middle class neighborhood and received a middle class and a few affluent professional schooling, but moved to a working class community and started to receive a working class education. Anyon’s claim would complicate based on Rose’s story and on the education I have received based on the areas where I have lived. Every

Author and speaker of the compelling article Why Tough Teachers Get Good Results, Joanne Lipman informs the public on different teaching styles and which ones have the best results. Dabbling in the careers of journaling, editing, and writing, obviously attending Yale University has given Ms. Lipman many opportunities to succeed in life in different areas. Although, having such a sheltered life as a white and privileged woman will obviously give her a different perspective of this topic. Joanne is automatically given the upperhand and is taught from an early age a different way to think about different subjects. Ms. Lipman was fortunate enough to go to a high-ranking high school in New Jersey which could have molded her thoughts about teachers and their teaching strategies. When reading parts of the article we can find examples of her knowledge on the subject, “We’re in the midst of a national wave of self recrimination over the U.S. education system” (Lipman 4) the reader acquires the sense that she is exceptionally well informed on the topic of the education system. With this comprehension of the issue, I can assume that Ms. Lipman has primarily worked in the education field. The background of an author is an immensely important quality when it comes to their works of literature. Not only does it show their point of view, but also their bias which proves to be influential to the readers. Creative and factual, Joanne spreads her point throughout the article thoroughly,

Since my first day of grade school I have dreamt of becoming a teacher. It was not until my junior year of high school that my dream grew into a passion for wanting to teaching in an urban environment. During a field tip to a Chicago Public School, I observed that the students where clearly in an underfunded and disadvantaged environment compared to my own experience in school. The moment that I saw that teacher earning respect and influencing her students, it was obvious to me that these teachers were the most influential factor in the classroom. The teacher’s attitude and ability to influence was more important than any other resource.

It’s our job also to be the resources that our students need. Opening up to our students will help them with the unjust education system, social, and inequality there is in this world, it’s a life skills every student's need. As a teacher I want to be able to help students who are struggling at home, communities, and in school of course. I want my students to beat the achievement gap that is towards them and pulling them down to succeed. Most parents don’t have a choice but to work two more jobs just to pay bills and put food on the table, it’s not their fault they aren’t part of their kids education road. Communities that these kids live in have low or lack the resources these kids need to succeed in their life or do well in school. That’s why I’m pursuing this road of not to just be any kind of teacher but to also be a parent to these kids that needs just love and support in their life. I’m looking forward to my journey to make a differences in my students

The questions are asked are urban school districts, educated of the same level as its counterparts. Some question we need to ask during this research is as follows: do urban schools have larger enrollments, on average, than suburban or rural schools at both the elementary and secondary levels? Do urban teachers had fewer resources available to them and less control over their curriculum than teachers in other locations, as did teachers in urban high poverty schools compared with those in rural high poverty schools? At least as likely to have a parent who completed college? At least as likely to have parents with high expectations for their

The teacher seeks, analyzes, and uses research and data to make wise judgments about curriculum, instruction, and assessment.