Topic
Disadvantaged
About: Disadvantaged is a research topic. Over the lifetime, 17050 publications have been published within this topic receiving 337157 citations. The topic is also known as: disadvantaged person.
Papers published on a yearly basis
Papers
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TL;DR: This article examined the effect of charters on student achievement in two major urban districts in California and found that charters are having mixed overall effects and generally not promoting student achievement for minorities in urban areas.
87 citations
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TL;DR: The authors argued that standards should be elevated for all children, and those children who still remain underchallenged should then receive advanced classes in their domain of ability, thus, fewer children would be identified as being in need of special services and those identified would be the more profoundly gifted children who would receive the strongest kind of intervention.
Abstract: Exceptionally intelligent children differ qualitatively from their peers and often are socially isolated and underchallenged in the classroom. Research on educational options for these children shows existing programs to be effective. Little money is spent in the United States on education for gifted children, and distribution of special programs varies widely, with nonurban areas and disadvantaged children being the least likely to receive special services and with the most common option being the weakest one-the pullout program. There is a growing movement to disband existing programs. Instead of calling for more of the existing programs, it is argued that first, standards should be elevated for all children. Those children who still remain underchallenged should then receive advanced classes in their domain of ability. Thus, fewer children would be identified as being in need of special services, and those identified would be the more profoundly gifted children who would receive the strongest kind of intervention.
87 citations
01 Jan 2010
TL;DR: In this paper, the authors focus on early interventions by universities in schools, with early defined as pre-year 11 and interventions defined as organized and strategic outreach programs, and identify characteristics, strategies and an equity orientation comprising three perspectives associated with effective pre-Year 11 outreach programs.
Abstract: This research was prompted by concerns about the long-term under-representation of some population groups, particularly those of low socioeconomic status (SES) within Australian higher education and by a growing conviction that, if they are to be successful, interventions to redress this situation need to be implemented earlier in schooling rather than later. The focus of the research was on early interventions by universities in schools, with ‘early’ defined as pre Year 11 and ‘interventions’ defined as organised and strategic outreach programs. The report is presented in a synopsis and three components. Component A contains the literature review. Component B contains a survey of the nature and extent of outreach activities conducted by Australian higher education providers. Component C contains case studies of selected Australian university outreach activities. Among a number of findings, the research identified characteristics, strategies and an equity orientation comprising three perspectives associated with effective pre-Year 11 outreach programs. These characteristics, strategies and perspectives form the basis of the meta-analysis, which extends the research reported in the project’s three stages. The Design and Evaluation Matrix for Outreach (DEMO) derived from the meta-analysis suggests that effective programs are those that exhibit at least five characteristics, three strategies and two perspectives. These are the programs that are more likely to increase the number of disadvantaged students going on to higher education than otherwise would have been the case.
87 citations
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TL;DR: In this article, the authors present a record of Lyle's struggles as he negotiates the role of teaching and his relationships with students, and suggest that second-career teachers may be disadvantaged by traditional teacher education programs, the pressures under which they accept teaching positions, and their sometimes distant perspective of teachers, teacher's work, and students.
Abstract: Second‐career individuals are entering the teaching profession in greater numbers. These older, mature individuals bring diffent experiences to teaching than do younger, traditional preservice and beginning teachers. Lyle, a second‐career teacher, began his first year of teaching in a junior high school, a setting that did not allow him to teach in ways that he believed he should. This paper presents a record of Lyle's struggles as he negotiates the role of teaching and his relationships with students. The conclusions examine some factors that mitigated against Lyles’ smooth transition into the teaching profession and suggest that second‐career teachers such as Lyle may be disadvantaged by traditional teacher education programs, the pressures under which they accept teaching positions, and their sometimes distant perspective of teachers, teacher's work, and students.
87 citations