Project

Engaging at-risk African-American and Latino middle school students through relevant, student-centered argumentative discourse and writing

This project addresses engaging at-risk African-American and Latino Middle
 School students through relevant, student-centered, argumentative discourse and writing.
 Although there are several theoretical approaches to motivating at-risk, minority
 populations, many focus on extrinsic motivators that seem to have diminished, positive,
 long-terms effects on students. Through engaging, and relevant writing activities,
 teachers can cultivate intrinsic motivation· and engage at-risk students of all backgrounds
 and proficiency levels.
 The literature review examines the issue of African-American and Latino
 students' chronic underachievement. Through various perspectives, including historical
 and sociological viewpoints this phenomenon is examined. Notwithstanding, while the
 achievement gap is pervasive, there are examples of schools that are overcoming the
 odds, and enabling their at-risk students to surmount and even supercede the achievement
 gap. Therefore, the review of literature will also examine such schools in order to analyze
 effective policies and practices that are enabling them to accomplish such feats. Lastly,
 the literature review will explore writing as an effective and engaging tool for learning.
 While there is a plethora of factors that contribute to the achievement gap, (many beyond
 an individual teacher's control), writing is one practice that the author believes teachers
 can implement immediately in their classrooms in order to engage and promote success
 in all students. This writing handbook aims to serve as an additional tool in a teacher's
 quiver - one that will consistently engage, motivate, and foster academic success for the
 most vulnerable learners.
 This project adds to the body of literature on effective strategies for engaging and
 motivating at-risk minority populations in the classroom. The accompanying lesson and
 unit plans allows for adoption in diverse grade level, and content area classrooms. By
 substituting timely current events topics and related resources, teachers can utilize the
 curriculum guide to meet the needs of their student populations.

Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2016.

This project addresses engaging at-risk African-American and Latino Middle School students through relevant, student-centered, argumentative discourse and writing. Although there are several theoretical approaches to motivating at-risk, minority populations, many focus on extrinsic motivators that seem to have diminished, positive, long-terms effects on students. Through engaging, and relevant writing activities, teachers can cultivate intrinsic motivation· and engage at-risk students of all backgrounds and proficiency levels. The literature review examines the issue of African-American and Latino students' chronic underachievement. Through various perspectives, including historical and sociological viewpoints this phenomenon is examined. Notwithstanding, while the achievement gap is pervasive, there are examples of schools that are overcoming the odds, and enabling their at-risk students to surmount and even supercede the achievement gap. Therefore, the review of literature will also examine such schools in order to analyze effective policies and practices that are enabling them to accomplish such feats. Lastly, the literature review will explore writing as an effective and engaging tool for learning. While there is a plethora of factors that contribute to the achievement gap, (many beyond an individual teacher's control), writing is one practice that the author believes teachers can implement immediately in their classrooms in order to engage and promote success in all students. This writing handbook aims to serve as an additional tool in a teacher's quiver - one that will consistently engage, motivate, and foster academic success for the most vulnerable learners. This project adds to the body of literature on effective strategies for engaging and motivating at-risk minority populations in the classroom. The accompanying lesson and unit plans allows for adoption in diverse grade level, and content area classrooms. By substituting timely current events topics and related resources, teachers can utilize the curriculum guide to meet the needs of their student populations.

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