Annotated Table of Contents - May 2013, Volume 70, Number 8 Issue of Educational Leadership

On November 5, 2013, NYASCD is hosting a full day conference in Schenectady, NY focused on teaching and leading students in poverty.  A theme we believe is important to focus upon in this next year and moving forward, we will be including information in our newsletters on this topic. 

Educational Leadership’s May 3013 issue was dedicated to Faces of Poverty.  It is rich with information that can only help us better meet the needs of our students who come from low-income homes.  Just like students with different learning needs, students who come to us from poverty environments have different needs that are often ignored, mostly because we aren’t aware enough of the impact of poverty and its resulting affect upon its children.  Some who work in schools with high poverty levels may know more than those who do not. But numbers of students living in poverty are rising even in our suburban and rural districts. We all need to understand the extraordinary, researched, proven, affects poverty has on learning and how we can fight against them. We can help change the lives of these children by knowing more and changing some of how we approach children living in poverty. We’d like to make it easier for you to access this information since we believe it is very important for all of us. In that spirit, we have annotated the table of contents of the May 2013, Volume 70, Number 8 issue of Educational Leadership.

 Annotated by Jill Berkowicz 

The Widening Income Achievement Gap

by Professor Sean F.Reardon of Stanford University writes, “If we do not find ways to reduce the growing inequality in education outcomes-between the rich and the poor-schools will no longer be the great equalizer we want them to be.”

The American Dream:  Slipping Away? Professor Susan B. Neumanof the Univeristy of Michigan and NYU writes about how the gap between the haves and the have-nots is growing.  She writes, “Although the have-nots gain knowledge, the haves gain it faster.”

How Poverty Affects Classroom Engagement

by author Eric Jensen who has written two books on poverty and learning writes about  7 reasons low-income children struggle with engagement. Health and nutrition, vocabulary,effort, hope and the growth mind-set, cognition, relationships and distress.

How Preschool Fights Poverty

by Cynthia E. Lamy, metrics manager for the Robin Hood Foundation and author on children and poverty writes about how high quality preschool programs can set a more successful trajectory for the lives of children who begin in poverty.

Boosting Achievement by Pursuing Diversity

by Halley Potter, policy associate for the Century Foundation in Washington, DC writes about schools who are having success at improving student achievement through  integration by mixing socioeconomic levels because of successful examples of mixed-income schools.

The Diversity Dilemma

by Michael J. Petrilli, executive vice president of the Thomas B. Fordham Institute and author of a parent’s guide to socioeconomically mixed public schools writes about how diverse schools can meet the needs of both affluent and poor students.

Why Our Schools Are Segregated

by Richard Rothstein, research associate at the Economic Policy Institute and senior fellow of the Chief Justice Earl Warren Institute on Law and Social Policy writes about the importance of our understanding racial isolation and its causes if we have any hope of remedying school segretation.

Hungry Kids:  The Solvable Crisis

by Christy Felling, director of PR at Share Our Strength’s No Kid Hungry Campaign, writes about hunger as surmountable yet remains a huge obstacle to learning for the poor.

How Elena Learned to Love Reading

by Kathy King-Dickman who consults on literacy writes about how relationships, motivation, and engagement strategies worked in her relationship with a student who was living with the burdens that poverty can visit on our students.

How Fern Creek Is Beating Goliath

by school psychologist Margaret Donovan, principal Patrick Galatowitsch, community and mentor coordinator Keri Herreri, and dean Shanita Highland write about how one small urban school is winning some major battles against the challenges of poverty, homelessness, mobility, instability, limited parent involvement, and violent neighborhood surroundings.

“Why Is That Child So Rude?”

by Beth Lindsay Templeton, founder and CEO  of Our Eyes Were Opened in Greenville, South Carolina and author of of Understanding Poverty in the Classroom: Changing Perceptions for Student Success, writes about how living in poverty a child can behave in ways that make sense in their home environment, but seem different or wrong in our schools and classrooms.  She offers a new perspective giving us a window into their world and understanding behaviors.

Would You Step Through My Door? 

by Stephanie Smith, a third grade teacher in Sacramento, California writes about how visiting the homes of low-income students helps to shed light on strengths otherwise unnoticed.


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