Vaismoradi turunen & bondas 2013

EDD614ASSIGNMENTSLP3

Trident International University

James Newton

EDD 614

Assignment SLP 3

Dr. James Hodges

February 24, 2020

Annotated Bibliography

Bonal, X. (2016). Education, poverty, and the “missing link”: The limits of human capital

theory as a paradigm for poverty reduction. The handbook of global education

policy, 97-110.

The human capital theory has been instrumental in understanding the education-poverty dynamics. In this scholarly article, Bonal (2016) attempts to explore the educational sector and its influence in human and societal development at large. Using descriptive qualitative design, the researcher notes that five decades since its formulation, the human capital theory provides a real representation of the proper functioning of markets and the rationality of agents as utility optimizers. More precisely, the theory has succeeded as a dominant paradigm in the area of educational policy. In this study, the theory will be used to explore the relationship between poverty and educational success for children.

Rieldi, J. C., Frazier, A. D., Kim, M., & Cross, T. L. (2018). A comparison of perceptions of

barriers to academic success among high-ability students from high-and low-income

groups: Exposing poverty of a different kind. Gifted Child Quarterly, 62(1), 111-129.

In this journal article, Rieldi et al. (2018) utilize qualitative methods to explore the perceived barriers to their academic success. The researchers used students from eighth grade with high and low capabilities respectively. After conducting an interview, three major qualitative themes were identified as the perceived barriers to their educational success and achievements. These major themes included: constraining environments, integration versus isolation, as well as resource plenty versus resource poor. In all the sampled groups, students stated that their leading barriers to educational performance and success included: low income, environments that are not supportive of learning, constraining peers, as well as the nature of educators. Furthermore, students from low-income families experienced different forms of mayhem in school, which negatively affected their ability to gain and retain knowledge. The learners were profoundly integrated within their school communities, while their high-income peers were socially isolated from their colleagues and educators. Both group of learners expressed issues related to poor fit within their learning environments, such as autonomy and competence, and relatedness for learners.

Ferguson, H. B., Bovaird, S., & Mueller, M. P. (2007). The impact of poverty on

educational outcomes for children. Paediatrics & child health, 12(8), 701-706.

While poverty increases the degree to which students can access quality education or perform highly in class, gender factors can interplay with level of income to amplify the problem. As such, Ramanik, Bovaird and Mueller (2007) observe that poverty and gender-related norms and practices continue to remain as the leading structural bottlenecks to the realization of academic achievement, including class attendance among girls in India and other parts of the world. In order to explore the depth of this problem, Ramanik et al. (2007) use qualitative methods to assess the extent to which gender norms and practices interact with family deprivation and dynamics to generate high school dropout rates. Moreover, the researchers evaluate the leading determinants of school retention and changes to gender socialization. Using longitudinal qualitative case study method, the researchers found that poverty and socioeconomic variables at the family levels significantly shape conformity with discriminatory gender practices. Such practices may take the form of restricting girls’ movements to and from school, and assigning girls household tasks that consume their study time, thereby resulting in low academic performance. To the contrary, parents of girls from high-income families understand the importance of education and are more likely to apportion their resources towards taking their children to better schools. Therefore, such problems result in major disparities in academic performance across different schools.

Friels, A. C. (2016). Motivation towards Success: A Qualitative Comparative Case Study

Illustrating The Differences In Motivating Factors In Achievement Between Low

Ses High Achieving And Low Achieving African American High School Females.

Income-based disparities in educational performance and success is also an observable phenomenon across different races, cultural, and ethnic groups. In this scholarly article, Friels (2016) notes that for a long time, teachers and educational scholars have sought to explain the impacts of poverty on student attainment. According to Friels (2016), most of such studies have set out on missions to determine the mechanisms that can facilitate better support for learners who have limited resources to succeed intellectually. Such efforts have also played a major role in sealing the achievement gaps between these students and their financially stable peers. However, Friels states that the ultimate admixture of poverty and racial factors often define major sources of disadvantages in academic outcomes.

Jensen, E. (2013). How poverty affects classroom engagement. Educational

Leadership, 70(8), 24-30.

Poverty and student engagement are two concepts that are strongly interrelated. In this descriptive qualitative study, Jensen (2013) explore the most common themes that are mentioned by students and educators on how poverty affects academic performance. The systematic assessment of such issues found that the major themes that are mentioned include: poor nutrition and health, poor vocabulary, as well as reduced effort in working hard in school. According to Jensen (2013), children from low-income families often ace many health and nutritional problems that increase depression and reduce concentration in class. This problem reduces their engagement in the long- and short-term, thereby interfering with their school performance. The study further suggests that children from poor neighborhood may have earing sickness that, if untreated, can reduce concentration and engagement. Children who grow up in low-income neighborhoods also suffer from vocabulary challenges, compared to their middle-class and wealthier counterparts. This problem can worsen their classroom engagement due to language and communication barriers. A child’s vocabulary is an important part of the brain’s tool kit for learning, memory, as well as cognition. Terminologies support children in their representation, manipulation, and reframing of information. Thus, children from low-income backgrounds are less likely to understand the words that teachers use in class or the words that appear in reading materials.

Quillian, L. (2017). Poverty, neighborhood, and school setting. Focus, 33(2), 22-28.

In this scholarly work, Quillin (2017) investigates the association between poor neighborhood and academic performance. In order to attain this objective, the researcher qualitatively assesses the contents of discussions held by three panelists on various elements of how neighborhoods and schools influence poverty and inequality. For instance, Quillian (2017) provides an overview of the association between neighborhood and poverty. Using support from recent evidence-based literature, the researcher asserts that neighborhood is a stronger factor for low-income families than for middle and higher-income residents. Moreover, the researcher states that schools in low-income neighborhoods often perform poorly compared to schools that are located in high income settings due to differences in quality of education, learning resources, and lack of supportive environment for learning. Furthermore, Quillian explores the potential implications of school segregation on learning outcomes and inequality. The researcher concludes that although academic attainment gaps can be sealed by improving school practices, learning institutions can support social norms and practices that encourage tolerance and civic participation through the use of integrative student assignment policies.

Rideout, V., & Katz, V. S. (2016). Opportunity for All? Technology and Learning in

Lower-Income Families. In Joan Ganz Cooney Center at Sesame Workshop. Joan

Ganz Cooney Center at Sesame Workshop. 1900 Broadway, New York, NY 10023.

Income inequality reduces access to high-quality education. In this scholarly work, Rideot and Katz (2016) explore the potential implications of providing technological resources to learners on their levels of engagement and performance. According to the researchers, many resources and policies have been passed to reduce the disparities in performance and success between rich and poor students. The researchers observe that while such policies have provided gradual improvements, technology can provide even more phenomenal outcomes. For instance, Rideot and Katz (2018) found that technological devices that students use may be cheaper, but can still provide valuable academic contents that would have otherwise been harder for poor children to access. Most low- and moderate income family backgrounds have some form of internet connectivity. However, most of them often fail to make maximum use of such connectivity to realize academic success. Thus, enlightening them on importance of technology can improve their academic success.

Williams, J. M., Greenleaf, A. T., Barnes, E. F., & Scott, T. R. (2019). High-achieving, low-

income students’ perspectives of how schools can promote the academic achievement of students living in poverty. Improving Schools, 22(3), 224-236.

Finally, Williams et al. (2019) investigate the ways in which low-income students can improve their academic performance. The researchers observe that children and adolescents from poor neighborhoods often comprise a majority of public school students countrywide. However, as the number of learners from low-income neighborhoods increases, so does the attainment gaps between them and their richer friends. After examining a qualitative thematic analysis of causes of achievement gaps, the researchers identified major themes common to such students. Examples of such themes included: optimism, parent- school collaborations, as well as establishing networks of relationships. The findings of this study can inform educators on meeting the learning needs of children from poor backgrounds.

Buck, R., & Deutsch, J. (2014). Effects of poverty on education. Journal of Human

Sciences, 11(2), 1139-1148.

In this journal article Buck and Deutsch (2014) explore the impacts of poverty on education. According to the researchers, many factors play a major role in impoverishing the society. Such factors may include unemployment rates, mental conditions, violent crimes, as well as deindustrialization. Problems, such as poor housing, lack of access to professional services and inferior education, increase a society’s poverty levels. Using qualitative design, Buck and Deutsch (2014) found that poor children get inferior education because they show up in school with many problems that the educators are unable to address at institutional levels. Moreover, learning institutions encounter structural inadequacies that adversely affect the quality of education that they provide. This study can provide insights into the current research by providing in-depth assessments on the perceived causes of poor education among impoverished children.

Ellis, S., Thompson, I., McNicholl, J., & Thomson, J. (2016). Student teachers’ perceptions

of the effects of poverty on learners’ educational attainment and well-being:

perspectives from England and Scotland. Journal of Education for teaching, 42(4),

483-499.

Understanding of students’ experiences and feelings towards poverty is important in determining the degree to which level of income influences their academic performance. In this journal article, Ellis et al. (2016) investigate the views and feelings of teachers and students towards poverty and education. Additionally, the researchers investigate what teachers can do to improve the academic performance of students from low-income neighborhoods. The results of their qualitative study showed that poverty affects students’ academic performance in varying ways, ranging from lack of concentration and engagement in class, to poor grades. As a consequence, the researchers recommend the need for a focused intervention to change, which considers factors that can reduce poverty. This study can inform current research by providing insights into ways in which external and internal factors interact to affect students’ performance in school.

Hoffman-Kingston, S. (2017). Teacher Efficacy and Poverty: A Qualitative Examination from

the Teachers' Perspectives (Doctoral dissertation).

In this study, Hoffman-Kingston (2017) provides a profound examination of the problems that educators encounter as their effectiveness changes across defend conditions of socioeconomic status. In order to achieve this objective, Hoffman-Kingston (2017) selected nine elementary school instructors for an interview. The teachers were also required to undertake the Teacher’s Sense of Efficacy Scale. Using qualitative phenomenological design, Hoffman-Kingston (2017) requested the teachers to answer the question of whether poverty as an environmental factor affects their self-perceptions of teacher efficacy and in what ways. The results of the study showed that as the condition of poverty increased, the quality of the environmental conditions for learning declined significantly, a pattern that resulted in a continuum of disparity between the performance of students with high socioeconomic status and those with low socioeconomic status.

Nguyen, T. D., Shih, M. H., Srivastava, D., Tirthapura, S., & Xu, B. (2019). Stratified

Random Sampling from Streaming and Stored Data. Proceedings of the 22nd

International Conference on Extending Database Technology (EDBT).

The sampling procedure used greatly impacts the validity and reliability of a qualitative research. In this scholarly article, Nguyen et al. (2019) observe that stratified random sampling is a broadly utilized sampling approach for many studies. As a consequence, the researchers explore stratified random sampling on continually arriving data streams, and make various attributions. Their study showed that stratified random sampling offers the flexibility that researchers need in order to effectively emphasize some strata over others. This process can be attained by controlling the allocation of sample sizes. For example, a stratum that has a high standard deviation can be provided with a larger allocation than other strata that have smaller standard deviations. Furthermore, the researchers remark that the power of stratified random sampling rests on its generality. This article will be important in guiding the process of undertaking stratified random sampling.

Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis:

Implications for conducting a qualitative descriptive study. Nursing & health

sciences, 15(3), 398-405.

Analysis of qualitative data should be done in a way that increases validity and reliability of research. In this article, Vaismoradi, Turunen and Bondas (2013) explore the effectiveness of using qualitative content analysis and thematic analysis techniques. According to Vaismoradi et al. (2013), content and thematic analysis are often used interchangeably and it appears challenging for the researchers to choose between them. As such, the researchers compare the effectiveness of the two analysis techniques and the areas in which they can be applied.