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Gorski, P. (2013). Building a pedagogy of engagement for students in poverty. Phi Delta Kappan, 95(1), 48-52

I concur with Paul Gorski’s perspective when in Building pedagogy of engagement for students in poverty. Gorski uses the article to epitomize the significance of using the pedagogy of engagement as a means to alleviate the impact of differential economic status on the educational achievement of the students. This proposed paper will review the Gorki’s study to determine if the use of instructional practices and strategies that support or do not support student achievement and the implications for high-poverty and diverse populations.

Gorski stipulates that the teachers cannot change the financial backgrounds of the students in their class. However, they can use effective teaching strategies and practices to facilitate academic achievement of low-income students and secure a better future for them. Gorski indicates that the best approach to facilitating academic achievement among low-income students is actively engaging with the people in poor communities to create educational equity. More importantly, the educators need to relate positive temperament to low-income families. Poverty is a determinant of the academic success of students but not a market of intellectual deficiency. Gorski uses past experiences and present experiences to prove the fact that educators are either ignorant or merely arrogant to the fact that children have different economic backgrounds. Gorski indicates that in a survey he did in a high poverty school very few students had access to a computer and the Internet yet they got assignments that required access to a computer and the Internet. The study was convincing as Gorski presents the concepts to his theory. The empirical emphasis on the relationship between teaching strategies and practices and academic performance of low-income students is crucial because it avoids a longstanding impediment to the development of the development of a recommendation. Gorski uses resources that complement the concepts of his theory in the study. The sources used are genuine as based on the concurring opinions of others who are also familiar with the situation.

Among all of the universal suppositions that we discussed in class, I think one of the most common is the notion that appears in Gorski’s study is that teachers should apply strategies that can ensure educational achievement for all the students. The fact that the larger shares of teachers in school lack the competence to deliver equity in education is dumbfounding. Rather it shows a lack of proper training and empathy. More importantly, the primary concern should about the counteractive measures or efforts for this dilemma.

McKinney, S., & Frazier, W. (2008). Embracing the principles and standards for school mathematics: An inquiry into the pedagogical and instructional practices of mathematics teachers in high-poverty middle schools. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(5), 201-210.

I concur with Sue Anne McKinney and Wendy Frazier’s approach in Embracing the Principles and Standards for School Mathematics. The authors use this article to depict the significance of principles and standards in mathematics in creating equitable learning of mathematical content with conceptual understanding. This proposed paper will review the content in McKinney & Frazier’s study to determine if it supports the use of instructional practices and strategies that support or do not support student achievement and the implications for high-poverty and diverse populations.

The writers stipulate that the teachers need to assess critically their teachings strategies and come up with more rigorous approaches that assist them to adapt their methodology and pedagogical styles. These changes will assist the teachers to facilitate better and equitable learning among low-income students. The author bases this argument on the fact that a larger share of the teachers barely goes beyond the structures and protocols established by the county government causing an imbalance in the performance of the students. The authors concerns are valid. The determination, enthusiasm and efforts of the teachers determine the performance of the students. The teachers have to consider the factors that prevent the students from performing and come up with definite strategies that can solve the issues.

The article is more than convincing because the writers use a chronological array of the content including the introduction of the problem and a detailed study that complements the concerns of the authors. The authors also use the results of the study and valid sources to back up their theory. The author balances the content of the paper avoiding overemphasizing on the content in the paper. Moreover, it allows the writers to create objectivity in the paper.

I believe the content in this paper complements concept that use of instructional practices and strategies that support student achievement and the implications for high-poverty and diverse populations.  The study shows that the teachers barely engage in creative strategies that can help deliver equitable teaching among the students.

Sherry Roberts is the author of this paper. A senior editor at MeldaResearch.Com in graduate paper writing service if you need a similar paper you can place your order from custom research paper writing service.