Ekam Kasoti Time Table Sem 2 (2021-22) | Ekam Kasoti Time Table | Ekam Kasoti Paripatra | Ekam Kasoti Time Table 2022 | Ekam Kasoti Pariptra 2022
Although the lack of discipline among students was considered to be a major problem in inner-city schools, many educators indicated that physical and contributed to far more serious and irreparable damage to the academic achievement of some students in these schools. According to the principal of South Central Vocational High School, many of the behavioral and learning problems of some of the students at the school are the direct result of physical.
Educators and administrators at schools located in impoverished areas also referred to the constraints placed upon instruction of high student mobility, a feature typical of poor communities. It was not uncommon for schools in the inner city to have more than half of the student body change every year. Schools where there was high student mobility needed to test large numbers of students each year if enrollment in classes at different levels was based on student mastery of the subject. Complicating the problem was the fact that many students moved into the school district after the beginning of the school year.
Thus, testing for placement into tracked courses created an additional burden for financially strapped inner-city schools. Furthermore, since the curriculum differed from school to school, students who moved frequently were at a disadvantage in gaining admission to high-level academic courses. of her students the previous year completed the entire year. Many of her students move back and forth between Mexico and the United States move for economic reasons. Explained the teacher:
I have some kids who are coming who are recent arrivals. I have a girl who sits here who came from Mexico a few months ago, and she is functioning at a fifth-grade level in Spanish. She is advanced. She knows fractions, everything. And she has a great vocabulary and grammar in Spanish. But she has no English. Whereas, I also have a kid who just arrived from a small town in Mexico where he never attended school. All these levels I have here.
Gender difference is an area where individual differences in ability and achievement have often been observed in the United States. Males have traditionally taken more math and science courses than females and are overrepresented in occupations that require advanced knowledge of math and science. In spite of this pattern, many of the respondents stated that there was no gap between girls and boys in math and science achievement. Science and math teachers, on the other hand, did perceive significant gender-equity problems and they talked freely with us about their concerns.
We observed one type of gender gap in math and science achievement at a number of schools in the numbers of students taking advanced courses in these subjects. Females were underrepresented in higher-level math and science courses at A female science teacher at Hamilton High School explained what she believes is the typical pattern of gender inequality in high But a lot of girls don’t continue on in AP, so I’ve got concerns about that, about our gender-equity standards.’’
The higher-level math and science classes at Springdale High School in a middle-class area of the city were also predominantly male. One explanation given by teachers for the smaller number of girls in upper-level math and science courses was that male teachers are far more numerous in these courses and therefore girls are less comfortable taking these courses. Role models are fewer for females than for males in science and math. In fact, one teacher indicated that until 4 or 5 years earlier, no women had taught AP science courses at Hamilton High School, although at the time two women were teaching teach biology, one of whom taught advanced-placement classes.
Many of the parents and educators whom we interviewed indicated that the racial gap in achievement in their communities was wide and a source of great friction and concern. In fact, the gap between racial groups in academic achievement was a common theme in our discussions about individual differences, and, in spite of its sensitivity; many talked frankly with us about this issue. At several schools, administrators indicated that there was a difference in achievement in math and science among racial groups.
In all of the integrated schools that we visited, minorities were underrepresented in high-level math and science courses. At King Middle School, where a majority of students were African-American, one observer counted only two African-American students in the two high-level math classes for eighth-grade students. Similar proportions were reported in other integrated schools in all three research sites.