O'connor, C., Hill, L., & Robinson, S. (2009). Who's at Risk in School and What's Race Got to Do With It? Review of Research in Education, 1-34.

The authors of this article analyzed various studies which focus on the relationship between race and educational success.  Understand the relationship between these two factors may lead to predictions regarding educational success or failure of certain racial groups.

Questions to Consider:

1)One of the studies referenced in the article states, “Black children enter school substantially behind their White counterparts in reading and math, but including a small number of covariates erases the gap.. By the end of third grade, however, there is a large Black–White test score gap that cannot be explained by the covariates.” What factors, in your opinion, could account for this difference?

 

2)According to the authors of this article, “racial gaps in achievement appear to be the largest in predominantly White schools, and when school is in session there is evidence that Black students in integrated schools make fewer academic gains than their peers in predominantly Black schools”.  There are some studies, however, that conclude minority students tend to thrive in integrated schools?  What reasons could account for this difference in the studies?

 

Quesenberry, A., Hemmeter, M., & Ostrosky, M. (n.d.). Addressing Challenging Behaviors in Head Start: A Closer Look at Program Policies and Procedures. Topics in Early Childhood Special Education, 209-220.

In this study, Head Start policies and procedures related to child guidance and addressing challenging behaviors were examined. Data were gathered from six Head Start programs in the Midwest, through interviews and document analysis. The findings provide a glimpse into how Head Start programs support children’s social and emotional competence and address young children’s challenging behavior. Implications for practice and research are discussed.

Questions to Consider:

1)How can administrators of the Head Start Program use the results of this study to improve the areas which received low scores? 

 

2)Six Head Start programs in a Midwestern State were part of this study.  Would it be useful to compare Head Start programs across the country?  What differences might arise from doing this as opposed to examining programs in one area?

 

Veltri, B. (n.d.). Teaching Or Service?: The Site-Based Realities Of Teach For America Teachers In Poor, Urban Schools. Education and Urban Society, 511-542.

Business Week and Fortune Magazine suggest that Teach for America (TFA) is a beneficial postgraduation option for corps members, who teach for a finite commitment in low—socioeconomic status urban school districts. This longitudinal qualitative study examines the complex issues that surround TFA through the voices of TFA corps members, mentors, and administrators. Insiders inform readers about the site-based realities, corporate-like model, affiliation with a high-profile national organization, and districts' hiring policies—all of which set TFA teachers apart from non-TFA teachers. 

Questions to Consider:

1)What have been the positives and negatives associated the Teach for America program according to the authors of this article?

 

2)Eighty-five percent of TFA participants noted that their academic frame of reference, geographical region they called home, and cultural background were markedly different from their students’.  Do you think that TFA participants should have a similar background to those of the students they are teaching?  Why or why not?

 

Schwartz, J. "After Incarceration and Adult Learning: A Collaborative Inquiry and Writing Project." Adult Learning 26.2 (2015): 51-58.

This article describes one community college’s collaborative inquiry and writing project that uses archival, auto-ethnographic, and interview data to explore how formerly incarcerated students might be effectively engaged in adult education and offers this inquiry project as a potential model for this engagement.

Questions to Consider:

1)The authors of the article state, “several college applications asked whether the potential student had been convicted of a felony”.  What do you think is the purpose of this question?  Should it be eliminated from the application? Why or why not?

 

2)What impact do you think education has on the recidivism rate? 

 

Ledwell, M., and V. King. "Bullying and Internalizing Problems: Gender Differences and the Buffering Role of Parental Communication." Journal of Family Issues 36.5 (2013): 543-66.

Bullying is a widespread problem facing American adolescents. A better understanding of factors that may moderate the impact of bullying is important given its negative consequences for well-being. This study examines the association between bullying experiences and internalizing problems among a nationally representative sample of young adolescents. Additionally, they consider the ease of parental communication as a potential moderating factor in these associations.

Questions to Consider:

1)The authors of the study state that one limitation of this study is they do not fully understand what aspects of the communication between parents and adolescents are most protective.  In your opinion, what are some specific aspects of the communication between parents and adolescents that can help adolescents deal with the effects of bullying?

 

2)According to the study, rumor spreading was the most prevalent form of bullying among girls, (34% experienced it at least once or twice in the past few months) while physical bullying was the least prevalent (8%). Among boys, name calling was the most prevalent bullying experience (36% experienced it at least once or twice in the past few months) while physical bullying was least prevalent (20%), but still much higher than it was for girls.  What reasons could account for this disparity between boys and girls?