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Full-Text Articles in Education
Informed Interaction: A Funds Of Knowledge Approach To Students In Poverty, Davis Clement, Brian Fries, Mike Postma, Bei Zhang
Informed Interaction: A Funds Of Knowledge Approach To Students In Poverty, Davis Clement, Brian Fries, Mike Postma, Bei Zhang
The William & Mary Educational Review
Students of low socioeconomic status (SES) suffer reduced academic achievement levels compared to other students. Evidence suggests discord between a student’s home and school environments (i.e., the hidden curriculum) contributes to poor educational outcomes. In this paper, we advocate educator, teacher, and administrator use of the Funds of Knowledge theory to identify the hidden curriculum that a student of low SES receives in school. This paper illustrates how, once the hidden curriculum is identified, educators can be better equipped to connect the home and school environments of students of low SES and thereby improve their academic performance.
A Regional Approach To School Diversity: The Possibility, Feasibility, And Desirability, Damon Richardson, Brian Maltby, Joseph Koontz, Ram Bhagat
A Regional Approach To School Diversity: The Possibility, Feasibility, And Desirability, Damon Richardson, Brian Maltby, Joseph Koontz, Ram Bhagat
The William & Mary Educational Review
The growing opportunity and achievement gaps between and within school divisions in the Richmond, Virginia area are a concern of late. Educational experts and researchers attribute these disparities in part to factors such as less- qualified teachers, poor curricula, and inferior school facilities that are linked to racially and socioeconomically isolated schools. To help reverse the widening student opportunity and achievement gaps that are related to economic and racial isolation, there is a need to explore ways to advance educational equity and excellence in Richmond area schools.