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Research Guide Chart

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Research Guide Chart

Children living in poverty are affected by several risk factors such social challenges, family issues, and emotional issues. These factors influence a child's behavior and can have an impact on the brain in a way that may decrease a child's intelligence. Educators must shift their thinking away from remediating children in poverty to providing enrichment opportunities to supplement for environmental deficiencies.

We already know that poverty exists and that there are a countless amounts of people who are struggling in their education from their unplanned situation. Poverty is not a pleasant subject. We all wish it would go away but we also must know that poverty will never disappear on its own. It can be limited with efforts from the parents, teachers, peers and community of these students. We need to focus on their learning by challenging, motivating, and assisting the poverty stricken students to help them overcome these challenges. Being in poverty should actually be the best reason for them to want to succeed.

URL/Location User Friendly Relevancy to topic Likeliness to use again Remarks/Key features

5 5 5 Once I complete my degree from NCU, I plan to apply in low-income districts.

Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do about It- By Eric Jensen

5 5 5 This author writes about the relevance of quality education to all children. "Educational inequity starts early and gets worse over time. By the time they reach fourth grade, children living in low-income communities are already two to three grades behind their higher-income peers".

Why we can't get rid of failing teachers. By: Thomas, Evan; Wingert, Pat; Conant, Eve; Register, Sam. Newsweek (Atlantic Edition), 3/15/2010, Vol. 155 Issue 11, p34-37 5 5 5 The relative decline of American education at the elementary and high school levels is an embarrassment as well as a threat to the nation's future. Within the United States, the achievement gap between white students and poor and minority students stubbornly persists and as the population of disadvantaged students grows, overall scores continue to sag.

Who Is No Child Left Behind Leaving Behind? By: Smyth, Theoni Soublis. Clearing House, Jan/Feb2008, Vol. 81 Issue 3, p133-137, 5p 5 5 5 Educators have discovered that the plan is flawed, developmentally inappropriate, underfunded, and leaving more students, teachers and schools behind than ever before.



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