Learner Development:
Resume of Chapter IV
Student Diversity
Lecturers:
Dr. Tatag Yuli Eko S., M.Pd
Ika Kurniasari, M. Pd
Compiled by:
Mochamad Helmi
Firmansyah 123174258
PMI 2012
JURUSAN MATEMATIKA
UNIVERSITAS NEGERI SURABAYA
SURABAYA
2012
RESUME
OF
STUDENT
DIVERSITY
A.
Impact Culture on Teaching and Learning
Culture is the language, attitudes, ways of behaving, and other aspects of
life that characterize a group of people. In the culture there are many aspect
which affect on teaching and learning. They are norms, traditions, behaviors
language, and perceptions of group. By the time children enter school, they
have absorbed many aspects of the culture in which they were raised, such as
language, beliefs, attitudes, ways of behaving, and food preferences. The
cultural background of an individual child is affected by his or her ethnicity,
socioeconomic status and religion, home language, gender, and other group
identities and experiences.
According James A. Banks’s Book, Mathematic Education there is identity in
each individual which diver with other cultural. They are:
1.
Social class
2.
Nationality
3.
Race
4.
Ethnic group
5.
Abilities and
Disabilities
6.
Religion
7.
Geographic
Region
8.
Gender
B.
How do Effect Socioeconomic to Student Achievement
Socioeconomic status (SES) is an
individual’s income, occupation, education, and prestige in society. SES is
most often used as a combination of the individual’s income and years of
education because these are most easily quantified.
The Role of Child-Rearing Practices
Much
research has focused on differences in child-rearing practices between the
average middle-class family and the average working-class or lower-class
family. Many children from low-income families receive an upbringing that is
less consistent with what they will be expected to do in school than that of
middle-class children. Middle-class parents are likely to expect and demand
high achievement from their children. Working-class and lower class parents are
more likely to demand good behavior and obedience. Helping poor parents engange
in more enriching interactions with their children affect on their children’s
performance.
The Link between Income and Summer Learning
There
is findings that high-SES children continue to make progress but low-SES
children fall behind. This suggested that home environmetn infuences academic
and -student achievement. In summer, high-SES can get more school material but
low-SES don’t get it. High-SES can study in summer school. The “summer slide”
phenomenon can be an effective strategy.
The Role Schools as Middle-Class Institution
Students
from background other that the mainstream middle class have difficulties in
school in part because their upbringin emphasizes different behaviors from
those valued in school. There is mismath between cooperative orientation of
manu lower-class and competitive orientation of school. They recommend that
teachers use cooperative learning strategies at least part of the time.
School and Community Factors
Children
from low income families are placed at risk for school failure by the
characteristics of the communities they live in and the schools they attend.
Other that, teachers often hold low expectations for disadvantaged children,
and this can affect their motivation and achievement. Many at-risk children
develop what is called resilience,
the abiliy to succed despire many risk factors.
C.
School, Family, and Community Partnerships
Epstein and Sanders
(2002) describe six types of involvement schools might emphasize in a
comprehensive partnership with parents:
a.
Parenting
b.
Communication
c.
Volunteering
d.
Learning at
home
e.
Decision
making
f.
Collaborating
with the community
Is the Low Achievement of Children from Low-Income
Groups Inevitable?
Schools can do a
great deal to enable children from low-income families to succed in school.
Achievement can be greatly improved by use of strategies that are readily
available to schools.
Implications for Teachers
While educators need to be aware of the problems encountered by many lower-class pupils, they also need to avoid converting this knowledge into stereotypes. In fact, there is evidence that middle-class teachers often have low expectations for working-class and lower-class students (Persell, 1997) and that these low expectations can become a self-fulfilling prophecy, causing students to perform less well than they could have.
D.
How do Effect Ethnicity and Race to Student’s
School Experiences
Ethnicity is a
history, culture, and sense of identity shared by a group of people. Race is
visible genetic characteristics of individuals that cause them to be seen as
members of the same broad group.
Racial and Ethnic Composition of the United States
The people who make
up the United States have always come from many ethnic backgrounds, but every
year the proportion of nonwhites and Latinos is increasing. And because of that
there is term minority group, that is an ethnic or racial group that is a
minority within a broader population
Academic Achievement of Students from Under-Represented
Groups
If students from
under-represented groups achieved at the same level as European and Asian
Americans, there would probably be little concern about ethnic-group
differences in U.S. schools. Unfortunately, they don’t. On virtually, every test
of academic achievement, African American, Latino, and Native American students
score significantly lower than their European and Asian American classmates.
Why Have Students from Under-Represented Groups
Lagged in Achievement?
The reasons involve
economics, society, families, and culture, as well as inadequate responses by
schools.
Effects of School Desegregation
The overall effect
of desegregation on the academic achievement of students from under-represented
groups has been small, though positive. However, when desegregation begins in
elementary school, particularly when it involves busing children from
under-represented groups to high quality schools with substantially
middle-class student bodies, desegregation can have a significant positive
effect on the achievement of the students from under-represented groups. This
effect is thought to result not from sitting nest to whites but rather from
attending a better school.
E.
How do Effect Language Differences and Bilingual
Programs to Student Achievement
In Americans, many
students speak any of dozens of Asian, African, or European languages. The term
language minority is used for all such students, and limited English proficient
(LEP) and English languange learners (ELL) are terms used for the much smaller
number who have not yet attained an adequate level of English to succedd in an
English-only program. These students are learning English as a second language
(ESL) and may attend classes for English
language learners in their schools. Students with limited English proficiency
present a dilemma to the educational system (August & Hakuta, 1997).
Bilingual Education
Billingual
Education is instructional program for students who speak little or no English
in which some instruction is provided in the native language. English language
learners are typically taught in one of four types of programs. They are as
follows.
a.
English
immersion
b.
Transitional
bilingual education
c.
Paired
bilingual education
d.
Two-way
bilingual education
F.
Multicultural Education
Definitions of multicultural
education vary broadly. Banks (1993) summarizes this definition as follows:
Multicultural education is an idea starting that all students, regardless of
the groups to which they belong, such as those related to gender, ethnicity,
race , culture, social class, religion, or exceptionality, should experience
educational equality in the school. Whereas in Slavin’s book definite that
Multicultural Education is education that teaches the value of cultural
diversity.
Dimensions of Multicultural Education
Banks (1999)
discusses five key dimensions of multicultural education.
a.
Content
integration
Teachers use of
examples, data, and information from a variety of cultures.
b.
Knowledge
construction
Teachers helping
children “understand how knowledge is created and how it is influenced by the
racial, ethnic, and social-class positions of indiciduals and groups (Banks,
1995b, p4).
c.
Prejudice
reduction
Prejudice reduction
is a critical goal of multicultural education.
d.
Equity
pedagogy
This dimension
refers to the use of teaching techniques that facilitate the academic success
of students from different ethbic and social class groups.
e.
Empowering
school culture
Empowering school
culture is one in which school organization and practices are conducive to the
academic and emotional growth of all students.
G.
How do Effect Gender and Gender Bias to Student’s
School Experiences
A child’s sex is a
visible, permanent attribute. Cross-cultural research indicates that gender
roles are among the first that individuals learn and that all societies treat
males differently from females.
Do Males and Females Think and Learn Differently?
Actually this case
has been debated for centuries. A summary of 20 major studies by Kim (2001)
found that males scored better than females in math, whereas the opposite was
true in English tests. Surprisingly, males scored better on multiple choice
test, but not on other formats. The most important cause is that females in our
society have traditionally been discouraged from studying mathematics and therefore
take many fewer math courses than males do. Note that studies generally find
that males score higer than femals on tests of general knowledge, mechanical
reasoning, and mental rotations. Females score higher on language measures,
including reading and writing assesments (ETS, 2001), and on attention and
planning tasks (Warrick & Naglieri, 1993). There are no male-female
differences in general verbal ability, arithmetic skills, abstract reasoning,
spatial visualization, or memory span (Fennema et al., 1998; Friedman, 1995;
LaMAy, 2000).
Sex-Role Stereotyping and Gender Bias
Behavioral between
male and female differences originate from different experiences, including
reinforcement by adults for different types of behavior. Male and female babies
have traditionally been treated differently from the time they are born.
Ongoing research show very fes genetically based gender differences in thinking
and abilities. However, gender bias in classroom, including teacher behaviors
toward male and femal students and curriculum materials that contain sex-role
stereotypes, has clearly affected student choices and achievement.
H.
How do Students Differ in Intelligence and
Learning Styles
Intelligence can be
defined as a general aptitude for learning, often measured by the ability to
deal with abstractions and to solve problems. Alfred Binet measure assessed a
broad range of skills and performances but produced a single score, called
intelligence quotient (IQ), which was set up so that the average French child
would have an IQ of 100 (Hurn, 2002).
Definitions of Intelligence
Gardner and T.
Hatch, “Multiple Intelligences Go to School, “ Educational Researcher call The
Eight Intelligences.
a.
Logical/Mathematical
End States
Scientist
mathematician
Core Component
Sensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long chains of reasoning.
b.
Linguistic
End States
Poet, journalist
Core Component
Sensitivity to the
sounds, thythms, and meaning of words; sensitivity to the different functions of
language.
c.
Musical
End States
Composer, violinist
Core Component
Abilities to
produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of
musical expressiveness.
d.
Naturalist
End States
Naturalist,
botanist, hunter
Core
Component
Sensitivity to natural objects, like plants and animals; making fine sensory discriminations.
e.
Spatial
End States
Navigator, sculptor
Core Component
Capacity to perceive the
visual-spatial world accurately and to perform transformations on one’s initial
perceptions and to perform transformations on one's initial perceptions.
f.
Bodily/kinethetic
End States
Dancer, athlete
Core Component
Ability to control
one’s body movements and to handle objects skillfully.
g.
Interpersonal
End States
Therapist,
salesperson
Core Component
Capacities to
discern and respond appropriately to the moods, temperaments, motivations, and
desires of other people.
h.
Intrapersonal
End States
Person with
detailed, accurate the self-knowledge
Core Component
Access to one’s own
feelings and the ability to discriminate among them and draw on them to guide
behavior; knowledge of one’s own strengths, weaknesses, desirem and
intelligences.
Origins of Intelligence
Some psychologists
(such as Herrnstein and Murray, 1994; Jensen, 1980) hold that intelligance is
overwhelmingly a product of heredity-that children’s intelligence is largely
determined by that of their parents and is set the day they are conceived.
Others (such as Gordon & Bhattacharyya, 1994; Plomin, 1989; Rifkin, 1998)
just as vehemently hold that intelligence is shaped mostly by factores in a
person’s social environment, such as the amount a child is read to and talked
to. Intelligence, wheter general or specific, is only one of many factors that
influence the amount children are likely to learn in a given lesson or course.
Theories of Learning Styles
Just as students
have different personalities, they also have different ways of learning. There
are severatl other differences in learning styles that educational
psychologists have studied. One has to do with field dependence versus field
independence (Kogan, 1994). Field-dependent individuals tend to see patterns as
a whole and have difficulty separating out specific aspects of a situation or
pattern; field-independent peolpe are more able to see the parts that make up a
large pattern. Field-independent people are more likely to do well with
numbers, science, and problem-solving tasks (Wapner & Demick, 1992).
Aptitude-Treatment Interactions
Different styles of
teaching would have different impacts on different learners; yet this
commonsense proposition has been difficult to demonstrate conclusively.
However, the search for such aptitude-treatment interaction goes on, and a few
studies have found positve effects for programs that adapt instruction to an
individual’s learning style (Dunn, Beaudrey, & Klavas, 1989).
Aptitude-treatment interaction is interaction of individual differences in
learning eith particular teaching methods.
Reference
Robert E. Slavin, 2006, Education Pschycology: Theory and Practice, Boston: Pearson
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