Express 6.17 - Use the Brain's Resilience to Teach Beyond Poverty. Clare Struck "Teaching with Poverty in Mind," an ASCD Annual Conference session by Eric Jensen, had a strong influence on me and encouraged me to take actions to support the students I work with as an elementary school counselor, as well as the school counseling graduate students I supervise. Much of the data on brain-related research and kids in poverty that Jensen shared in his session was disheartening. For example, he provided brain research that noted that highly immature frontal lobes are unable to delete or reframe any negative input. He explained that kids "download" negative experiences like chaos, disharmony, poor relationships, foul language, poor manners, and weak vocabulary just as automatically as they would any positive or enriching input.
Nonetheless, I left the session with a sense of hope. The first step I took was to read Eric Jensen's book Teaching with Poverty in Mind. Collegial Outreach The school-level SHARE factors are The classroom-level SHARE factors are. Dare to Share – A New Culture of Collaboration in the Enterprise. Legitimate Code Theory. LCT is a toolkit. It provides a means of analysing socio-cultural practices, whether in education or beyond, along a number of dimensions. These provide the organising principles underlying practices and their contexts.
LCT currently comprises five principal dimensions: Autonomy, Density, Semantics, Specialisation and Temporality. New to LCT? Most papers address two dimensions: Specialisation, which emerged first and has become widely used, and Semantics, the most recent development and one which has been quickly adopted in research. Reviews of Knowledge and Knowers (linked to journal name) in: Key concepts here include: epistemic and social relations (specialization codes)the epistemic–pedagogic deviceknowledge–knower structuresgazes (including cultivated gazes)insightsthe 4–K model Key concepts: positional autonomyrelational autonomy Maton, K. (2005) A question of autonomy: Bourdieu's field approach and policy in higher education, Journal of Education Policy 20(6): 687-704. Education economics. Education economics or the economics of education is the study of economic issues relating to education, including the demand for education and the financing and provision of education.
From early works on the relationship between schooling and labor market outcomes for individuals, the field of the economics of education has grown rapidly to cover virtually all areas with linkages to education. Education as an investment[edit] increased expenses as the accumulation of human capital requires investments just as physical capital does,increased productivity as people gain characteristics that enable them to produce more output and hencereturn on investment in the form of higher incomes. Investment costs[edit] Investments in human capital entail an investment cost, just as any investment does. Typically in European countries most education expenditure takes the form of government consumption, although some costs are also born by individuals. These investments can be rather costly. Notes[edit] Sociology of education. The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes.
It is most concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.[1] Education has often been seen as a fundamentally optimistic human endeavour characterised by aspirations for progress and betterment.[2] It is understood by many to be a means of overcoming handicaps, achieving greater equality, and acquiring wealth and social status.[3] Education is perceived as a place where children can develop according to their unique needs and potential.[2] It is also perceived as one of the best means of achieving greater social equality.[3] Many would say that the purpose of education should be to develop every individual to their full potential, and give them a chance to achieve as much in life as their natural abilities allow (meritocracy).
History[edit] Africa[edit] Social anthropology. Social anthropology is the dominant constituent of anthropology throughout the United Kingdom and Commonwealth and much of Europe (France in particular [1]) where it is distinguished from cultural anthropology.[2] In the USA, Social Anthropology is commonly subsumed within cultural anthropology (or under the relatively new designation of sociocultural anthropology).
In contrast to cultural anthropology, culture and its continuity (including narratives, rituals, and symbolic behavior associated with them) have been traditionally seen more as the dependent "variable" by social anthropology, embedded in its historical and social context, including its diversity of positions and perspectives, ambiguities, conflicts, and contradictions of social life, rather than the independent (explanatory) one. Differences among British, French, and American sociocultural anthropologies have diminished with increasing dialogue and borrowing of both theory and methods.
Substantive focus and practice[edit] Educational anthropology. Educational anthropology is a sub-field of anthropology and is widely associated with the pioneering work of Margaret Mead and later, George Spindler, Solon Kimball, and Dell Hymes. It gained traction as a field of study during the 1970s, particularly due to professors at Teachers College, Columbia University. As the name would suggest, the focus of educational anthropology is on education, although an anthropological approach to education tends to focus on the cultural aspects of education, including informal as well as formal education. Jump up ^ Comitas, L. and Dolgin, J. 1979. 'On Anthropology and Education: Retrospect and Prospect'.
Anthropology and Education Quarterly. 9(1): 87-89Jump up ^ Page, J.S. Education and Acculturation on Malaita: An Ethnography of Intraethnic and Interethnic Affinities'.The Journal of Intercultural Studies. 1988. #15/16:74-81.Jump up ^ Page, J.S. Structural Functionalism. Structural Functionalism Structures (universal and persistent, patterns of inter-relationships Functions (system stability, observed consequences) Societal Functionalism: “A variety of S-F that focuses on large scale structures and institutions of society, their interrelationships, and their constraining effects on individuals.” (page 65) Functional Theory of Stratification Social Stratification: system of positions—prestige ranking rather than how specific individuals come to occupy Motivates, selection and screening, attract best to most critical jobs—insures applicants and that applicants do what is expected.
Less pleasant and requiring most talent/training. System of insuring societal needs are fulfilled. Not (necessarily) conscious creation— evolves as a means of system survival. Structural Functionalism "Structural functionalism concentrates on the positive and negative functions of social structures. Talcott Parsons’s Structural Functionalism image credits 3. Critical Scholar/Activist.