Academic Achievement The problem of failure The concept of failure Low achievement in historical perspective

The Problem of Failure No problem is more intractable than that of low achievement and failure Appears under many different names: slow learner, low achiever, underachiever, retarded, learning disabled Different manifestations: substandard academic performance and Inappropriate school behavior

The Concept of Failure The language of failure Postmodern concept of failure that looks at the language in which we talk about students, teachers, schools. Curriculum, etc. Failure as a set of practices linked to language Failure as an element of power and regulation

Low Achievement and Common Schooling Schools should be widely accessible Accessibility and diversity Differentiation as the answer Five strategies for differentiation

Special Classes The first approach Total or partial removal from the regular class Initially serving a broad category known as “backwardness” Ultimately becoming more specialized: mentally retarded, learning disabled, etc.

Curriculum Modification Designed for less severely impaired children who could be educated in regular classes with modification Same designation as regular classes but adjustments in curriculum and pedagogy\

Small Classes Reduce class size to allow for more individual attention Little or no curriculum modification Confusing legacy

Regular Classroom Informal efforts of teachers to provide for low-achievers in the regular classroom Additional attention Praise Curriculum modifications Vocationalization

Innovative Teaching Finding ways to engage students through innovative curricular and pedagogical strategies in the regular classroom

Compensatory Education Remedial and developmental strategies to provide for urban, minority youth Can involve any of the strategies noted above introduced in urban and rural schools with high degrees of poverty and disadvantage Failure within the child, not within the society

Afro-Centric Curriculum Infuse African and African American content into the curriculum-celebration of African peoples and culture, African language, high standards, firm Discipline, increased parental participation, single-sex classrooms

Culturally Relevant Pedagogy Belief in student success School-community connection Equitable relationship with students Collaborative learning Constructivism Critical view of the curriculum Classroom exploration and dialogue