EDUC 775
Discussion Assignment Instructions
You must reply to both of the classmates post below with at least 200 words each. Any scholarly resource cited must have been published within the last five years. Acceptable sources include the course textbooks and articles from scholarly journals. Please avoid the use of websites.
For your replies, note that responses such as “I like what you said,” “That is a good comment,” and “I disagree with your comment” do not count as complete replies in and of themselves. Rather, state why you liked or disliked a peer’s thread, present additional thoughts or ideas, and provide alternative ideas/thoughts when you disagree. Courtesy in any disagreement is expected; however, you are expected to know and maintain proper online etiquette as outlined on the Student Expectations page in the Course Overview.
Classmate 1: (Holly)
The lowest performing school in our district was a K-5 elementary school with high percentage of low-income students and a moderate number of English learning students. Their scores were well below both the state and district levels. I selected the Social Cognitive Theory developed by Albert Bandura. This theory focuses on learning within a social context by interacting with others and with their environment (Schunk, 2020). When reviewing their scores, I noticed that the ISAT scores were low, but the Reading Indicator test was about average. I was interested in finding solutions that would not only address the low ISAT scores but also find ways to discover/address the difference in performance on the two tests.
The recommendations that I made were designed to target specific needs. First, I recommended that they leverage their demographics and seek funding for technology such as tablets that could be checked out by parents to increase access to learning games and school information. Tablets could offer families many learning opportunities such as student learning, parent information in more than one language, ways to engage parents in the school parental groups and support for their learner. This option could ease anxiety for parents that due to language barriers could have a more difficult time engaging and interacting with the school. It could also offer videos explaining activities or learning that their student engaged in during the school day.
Another function of the technology would be learner support. Because the scores on the reading indicator and ISAT tests were disparate, I wanted to consider if the wording on the test questions could be different from the wording that the students were exposed to in the classroom and offer support to the learners and classroom teachers. Using technology, a variety of vocabulary and test wording could be used to help students perform better on tests, as well as increase their learning. Additionally, for low-income students, they may not have access to technology for learning in the same way that more affluent students do. Offering technology with learning opportunities may help low-income students participate in learning through inquiry that is student motivated.
Heterogeneous groups are another recommendation to bridge the gap between diverse leaners. Placing students in groups with diverse demographics would provide the opportunity for students to interact with students that think differently and view/solve problems in different ways.
Finally, since the school is connected with the high school for school pantry food support, they could expand their request for school supplies, as well. This would ensure that low-income families have the food and supply support that they may need to meet the needs of their family.
References:
Idaho State Department of Education. (n.d.). ******* Elementary School. Retrieved September 18, 2024, from
to an external site.
Schunk, D. H. (2020).
Learning theories: An educational perspective (8th ed.). Pearson.
Classmate 2: (Jessica)
Educational Psychology emphasizes the importance of using data to make informed decisions that promote student learning. After reflecting on Gilbert High School, the lowest-performing school in the district, I would integrate Ecological Systems Theory to address its challenges, particularly absenteeism and college readiness. This theory highlights the impact of various environmental factors on behavior, such as family circumstances and community conditions, making it particularly relevant in the aftermath of Hurricane Helene.
Absenteeism at Gilbert High is likely to rise as many families have been severely impacted by the hurricane, facing power outages, food shortages, and a lack of access to basic resources like gas. Research shows that external factors such as socioeconomic challenges can directly affect student attendance (Gottfried, 2014). To combat this, I recommend conducting surveys to better understand the specific barriers students face in the wake of the storm. By using this data, Gilbert High can develop targeted interventions, such as providing transportation assistance or working with local relief organizations to ensure students have access to basic needs. Engaging school counselors and social workers will be critical in supporting students who may be dealing with trauma or other challenges (Atkins et al., 2010).
Improving family engagement is also crucial. Drawing on Epstein’s Framework of Six Types of Involvement, the school can strengthen communication with families, especially by providing updates about attendance policies and offering workshops to educate parents about the importance of regular attendance. Studies have shown that when schools foster strong connections with families, student outcomes improve significantly (Emerson et al., 2012). Given the disruption caused by Hurricane Helene, it is essential for Gilbert High to partner with families to ensure students are supported in returning to school regularly.
When it comes to college readiness, Gilbert High needs to bolster its resources. Offering expanded Advanced Placement (AP) courses and personalized college counseling can significantly improve students’ chances of success in higher education. Early exposure to college-level work, as supported by Constructivist Learning Theory, helps students develop critical thinking and problem-solving skills that are vital for college success (Adelman, 2006). Additionally, college counseling services should guide students through the application process, financial aid, and scholarship opportunities, providing personalized support to those facing additional challenges after the hurricane.
Strengthening vocational programs is equally important, especially for students who aim to enter the workforce directly after graduation. Partnerships with local businesses, in line with Experiential Learning Theory, can provide valuable hands-on experiences that prepare students for careers. Programs that combine academic learning with real-world training engage students more effectively and equip them with practical skills for the job market. In conclusion, by addressing absenteeism in the aftermath of the hurricane and enhancing both college and career readiness, Gilbert High can create a more resilient and supportive educational environment. These strategies will help the school rebuild and provide students with the tools they need to succeed both academically and personally.
References
Adelman, C. (2006).
The toolbox revisited: Paths to degree completion from high school through college. U.S. Department of Education.
to an external site.
Atkins, M. S., Hoagwood, K. E., Kutash, K., & Seidman, E. (2010). Toward the integration of education and mental health in schools.
Administration and Policy in Mental Health and Mental Health Services Research, 37(1–2), 40–47.
to an external site.
Emerson, L., Fear, J., Fox, S., & Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research.
Australian Research Alliance for Children & Youth.
to an external site.
Gottfried, M. A. (2014). Chronic absenteeism and its effects on students’ academic and socioemotional outcomes.
Journal of Education for Students Placed at Risk (JESPAR), 19(2), 53–75.
to an external site.
