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Poverty and Disruptive Behavior in Elementary Schools Essay Sample

Poverty and Disruptive Behavior in Elementary Schools Pages
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Abstract
This paper is trying to find a link between poverty and elementary student’s disruptive behavior in the classroom. It would be ideal to find a way to increase the potential of these students through education and finding a way to make it more important and appealing in the students’ lives. Your abstract is great, and due for someone to research and write a paper about this! I am an assistant PE teacher and my goal is to have my own classroom. I know I have many students and teacher that can relate to this topic you are researching. I believe you should expand: …finding a way to make “it” more important….and how would “it” be more appealing in their lives?

Introduction

In this research paper I am going to look at the relationship between income, focusing on poverty, and the behavior of elementary students. I feel that this is an important area to investigate because of the difference in children that attend college from poverty stricken areas to areas that are better off financially. It is shown that over 80% of higher income children go to college while only 51% of students from lower income areas attend college. (Desilver). If we can reach out to these children while they are young and instill a desire for education then it can be an overall improvement for lower income areas and society as a whole.

In New Mexico, the area I will be focusing on, there are over 30% of families living in poverty (Bishaw 2011). A respect and desire for education will greatly improve earning potential and quality of life for the people living in those areas. I agree that there should be more research in that area, because we need to give all students from every economic situation a reason to achieve. Your introduction is good, it targeted the idea of your research and I can see it bringing in the audience of many areas that can relate to this!

Literature Review
Poverty is in every town in the US and impacts everyone who lives there. I feel that it is important to reach out to the younger children in these neighborhoods to give them a chance to succeed despite their harder life. Education is the key to a successful life. If a child can learn to appreciate education then the quality of life will be improved in the lower income areas. I fear that lower income school districts, however, are faced with more behavioral problems than their higher income counterparts. These behavioral issues will disrupt learning in the classroom and can also make school not feel like a safe and fun environment that children will want to be in. I am not including race in my research, but it is important to point out that 33% of African-Americans in the US live below the poverty threshold (McLoyd). There is also a higher rate of violence in these areas which have an effect on children. This exposure to children at such a young age can be like PTSD in a child’s development (Spano, Rivera, Boland). When you compile the fact that 33% of African-Americans have grown up in poverty living in an area plagued with violence it leads to a vicious cycle for that population.

The children in these areas want to learn. As seen in the research done by Rosemary Murray and Rebecca Harland children that were at risks were given a new chance with just some extra tutoring. It is crucial that children get attention from their parents, however, in lower income areas that is not always possible. Many parents in lower income areas have to work longer hours to provide for their children. This leaves them with less time to spend with their children. (Kieff). Studies have shown that the more active a parent is in their child’s school and life the better that child will do in school. (Gutman, McLloyd). The chances of them straying and turning to violence or drugs also drops. The fact that families in lower income areas may be working longer hours or hours that are not in sync with their children’s schedules makes it all the more crucial that the time those families do have with their children is spent encouraging learning and a good path in life. I have found a record of several young female senior students.

It showed how the students around them formed their opinions of success and shaped what they strove for in school. (Schultz). It is important that we reach out to all students in the schools to create an environment that promotes learning and the want from its students to learn. The US government also realizes the importance of young children having mentors and adults to spend time with and keep them on the right track. The US government has also noted that poverty leads to higher crime rates. This leads them to try to implement programs that promote marriage and education. Educators in Urban and low income schools also need to remember to not lower their expectations of their students.

Urban schools are responsible for the education of about 40% of all the non-white children in the United States (Szente). In fact it was shown that, if given the chance, urban children (lower income areas) would do just as well as higher income students in magnet schools (Murray, Harlin). Violence is also something that children in lower income areas face more often than higher income areas. This can greatly impact younger children and cause ETV which can be similar to PTSD. Studies have shown that children exposed to ETV carry violent behavior throughout their childhood and can go through their adulthood more violent. (Spano, Rivera, Bolland).

Conclusion
I am hoping by looking into the fact that low income schools deal with more behavior issues we can see that these children need more guidance. If we can correct the behavior and get these children interested in learning and school then it will be for the betterment of not only them, but society as well. We need to find a way to increase education in all areas of society because it will lead to less crime and a better all quality of life for all. I think you should elaborate more on your conclusion and sum up the introduction more what you have stated. Methodology

Hypothesis
My hypothesis is that poverty plays a factor in disruptive behavior from students in New Mexico elementary schools. This leads to a decrease in the amount of students from these areas attending college to create a better future for them. Data

My survey method would be a questionnaire that would be distributed to the parents of 6 different elementary schools. It would take a look at 3 schools in middle-upper income areas and 3 schools in a lower income area (below 40,000 annual household income).

Limitations and Future Direction
In the future I would like to include schools from other areas and states. I would also like to include more variety income by including the higher income areas as well. I would also like to include private schools in the study. This section is great. I see that every school, no matter if public or private should be involved. I can see that each student’s lifestyle and background, no matter if rich or poor are important. I believe that you should have discussed breaking the cycle of generational poverty, and I see the only way to break it is through education.

References

Unknown (2007,Jan), the Economic and Societal Costs of Poverty. Hearing before the Committee on Ways and means U.S. House of Representatives One Hundred Tenth Congress First session. Serial No. 110-2. Retrieved from: http://www.gpo.gov/fdsys/pkg/CHRG-110hhrg34734/pdf/CHRG-110hhrg34734.pdf Kieff, Judith.(2002-2003, Winter) High Stakes: Time Poverty, Testing and the Children of the Working Poor. ProQuest. Retrieved from: http://search.proquest.com.ezproxy.utpb.edu/docview/210383328/29483640B78A4015PQ/5?accountid=7137 Szente, Judit. (2006) Educating the Urban child Special Challenges- Promising programs. ProQuest Research Library; Childhood Education (82,5) Page 260. Retrieved from: http://search.proquest.com.ezproxy.utpb.edu/docview/210390205/fulltextPDF/A05E1E48E66B4E8FPQ/13?accountid=7137 Murray, Rosemary; Harlin, Rebecca. (2006) Who Said These Kids Don’t Want to Learn. ProQuest Research Library. (82,5). 275. Retrieved from: http://search.proquest.com.ezproxy.utpb.edu/docview/210391152/fulltextPDF/A05E1E48E66B4E8FPQ/19?accountid=7137 Spano, Richard; Rivera, Craig; Bolland, John. (2006) The impact of Timing of Exposure to Violence on Violent Behavior in a High Poverty Sample of Inner City African American Youth. J
Youth Adolescence (35) 681-692. Retrieved from: http://search.proquest.com.ezproxy.utpb.edu/docview/204650349/7DAE7B2EB0034BFEPQ/3?accountid=7137 Miller, Peter. (2011, September) Mapping Educational Opportunity Zones: A Geospatial Analysis of Neighborhood Block Groups. ProQuest. Retrieved from: http://search.proquest.com.ezproxy.utpb.edu/docview/1013464160/2DB713F674E042D8PQ/4?accountid=7137 Schultz, Katherine. (1999) Identity Narratives: Stories from the Lives of Urban Adolescent Females. The Urban Review (31). Retrieved from: http://search.proquest.com.ezproxy.utpb.edu/docview/752005946/2DB713F674E042D8PQ/14?accountid=7137 Gutman, Leslie Morrison; McLoyd, Vonnie, C. ( 2000) Parents’ Management of Their Children’ Education With in the Home, at School, and in the Community: An Examination of African-Americans living in Poverty. The Urban Review (32) Retrieved from: http://search.proquest.com.ezproxy.utpb.edu/docview/752007538/2DB713F674E042D8PQ/16?accountid=7137 Bishaw, Alemayehu. (December 2011). Areas with Concentrated Poverty: 2006-2011 American Community Survey Briefs. Retrieved from: https://www.census.gov/prod/2011pubs/acsbr10-17.pdf Desilver, Drew. (2014, January). College Enrollment Among Low-Income Students Still Trails Richer Groups. Pew Research Center. Retrieved from: http://www.pewresearch.org/fact-tank/2014/01/15/college-enrollment-among-low-income-students-still-trails-richer-groups/

Faculty [and Student (Undergraduate & Graduate)] Application Form to Engage in a Study Using Human Participants Submitted to UTPB’s Institutional Review Board (IRB) IRB Reference #

Is this your first submission of this form for your named study, or a re-submission (revised)? Specify by typing “first” or “re-submission” in the space provided:

1. Title of study:
2. Name(s) of faculty investigator or faculty supervisor(s):
3. Name of UTPB faculty member responsible for supervision:
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6. Faculty investigator or faculty supervisor email:

If a student is a co-investigator or under supervision, answer items 7 to 10 below, otherwise, faculty skip to item 12.

7. Name(s) of student investigator(s):
8. Rank of student(s) investigators: undergraduate or graduate:
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12. Is this proposed project part of any external funding grant? If “yes”, please specify the agency. Note, projects for external funding may take up to 35 days for IRB approval.

13. Purpose/Hypothesis of project [Describe the rationale or reason for your study and clearly identify your research question or hypothesis.]:

14. What is the population from which you intend to select your sample of participants in your study? [Who are the research participants and what are their expected ages? Note, participants under 18 years of age are considered vulnerable populations.]:

15. Describe the specific steps you will use to recruit participants. If you are using only participants who are 18 years or older, specify the steps you are taking to only recruit those 18 years and older?

16. How many individuals do you want to participate in your sample?:

17. Specify the length of time required from each participant:

18. Setting for data collection [Where will data be collected, on SonaSystems, in the classroom, in a lab room etc. (be specific)?]:

19. Method of collecting data [There may be some overlap with questions 12-16 above; this is okay, go ahead and repeat for clarity’s sake. Describe in detail how, what, and where you intent to gather your data. Make it clear what the participants are expected to do. If applicable, include as an appendix the questionnaire or other data collection materials/instruments you plan to employ.]:

20. How will you guarantee their free and informed consent and ensure that the participant can stop at any time?

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22. Will data collection be anonymous (i.e., no names taken or directly identifying information collected; codes instead of names, etc.) or confidential (i.e., names or directly identifying information will be collected, but closely protected by the student researcher and faculty supervisor)? Answer which, “anonymous” or “confidential”. If you answer “confidential”, please justify the collection of identifying information:

23. Where will the data be collected and stored? Who will have access?:

24. When how will data be destroyed, or will it be retained indefinitely?:

25. Describe any risks to the participant, the student researcher, and/or faculty supervisor (i.e., are your students interviewing violent offenders on parole, etc.?). If any risks: (a) address whether the gains outweigh the risks; please elaborate; (b) describe how such potential adverse events may be controlled or minimized; and (c) describe how you will minimize or render aid in case of an adverse event. Elaborate and be specific.

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