1. Stakeholders’ Perspectives
The Influence of Poverty While Teaching: Facilitating Student Learning Through Embracing Experience
Stakeholders’ Perspectives
WACRA – ACT 18
Creative Teaching Conference
January 3-7, 2016
Rome
Radisson Blu
Richard K. Gordon
CSU Dominguez Hills

2. All 34 OECD* member countries
Introduction Global Standardized Educational Testing Program for International Assessment (PISA)
All 34 OECD* member countries
31 partner countries representing 80% of world economy
*Organization for Economic Cooperation and Development

3. Mathematics and Science Achievement Influences
Population demographics
Teachers and Teacher education
Geographic characteristics
Monitoring curriculum
Organization/structure of educational system
9. Economic Resources
(our focus)
Student flow
Language(s) of instruction
Mathematics / Science curriculum

4. Poverty & Achievement 6% of students
Exceeded achievement expectations
nearly one million – “resilient”
Hong Kong-China
Macao-China
Shanghai-China
Singapore
Viet Nam
13% of students among top 25% of students across all participating countries

5. Correlation ( yes / no )
Poverty and Educational Achievement very close to 1
Perceptions of poverty and educational achievement = 1

6. Correlation Petrelli and Wright (2016)
poverty is a major factor in lackluster academic performance … but cannot explain mediocre academic performance
Peterelli, M. % Wright, B.,America’s Mediocre Test Scores:
Education crisis or poverty crisis?, Education Next, WINTER 2016 / VOL. 16, NO. 1

7. Poverty Data - Issues Angus Deaton, 2015 Nobel prize awardee in economics
concerning what they mean
whether they are reliable
whether they might be improved

8. Poverty Data Improves
“…when macroeconomic questions are addressed in a way that uses the increasingly plentiful and informative microeconomic data.”
Consequently policies should improve
Deaton , Angus. Understanding Consumption. Clarendon Lecture in Economics, Oxford, University Press, 1992.

9. Parents’ Educational Expectations
Academic socialization
stressing the importance of education
discussing future educational and occupational expectations
help children draw links between schoolwork and its real-world applications
(Hill & Tyson, 2009; Taylor, Clayton, & Rowley, 2004)
(Hong & Ho, 2005; Jeynes, 2005)

10. Education Stakeholders Questions
What Infrastructure, Capabilities, and Community for teachers using a micro-economic view of poverty?
Where can educators turn for assistance in improving teaching and learning
What is the Teaching Culture a schools?
Where do the teachers come from – what are their value systems, motivations, social networks?

11. Education Stakeholders Questions (2)
Who are education and policy Leaders promoting a micro-economic view in shaping pedagogy, curriculum development and classroom instruction?
Individuals who champion teaching and learning reform with this perspective
Who are Stakeholders supporting a micro-economic view in the shaping of pedagogy, curriculum development and classroom instruction?
Who are the students, teachers, administrators, policy makers

12. Education Stakeholders Questions (3)
What Frameworks drive the use of a micro-economic view in shaping pedagogy, curriculum development and classroom instruction?
What policies exist supporting status quo – what are widespread social norms preventing change
What micro-economic view of poverty based Resources are available for teachers to choose during teaching and learning that promote student learning?
What resources are available to teachers – sources for teacher professional development

13. Education Stakeholders Questions (4)
How do teachers Engage students using a micro-economic view?
How do we get members of the community to interact on progressive models of teaching and learning
What Role Models are representative of the micro-economic view?
Where are there governments, regions, organizations that embrace a micro-economic view of poverty and academic success

14. Third Derivative Management (3DM)
3DM help shapes research on effectively engaging “poor” students during teaching and learning
The 3DM framework emphasizes the removal of constraints affecting how people interrelate, collaborate, and transact with one another
(Hwang & Horowitt, 2012)

15. Third Derivative Management (3DM)
The 3DM model encourages behaviors that accelerate creative culture reassembly
Using the 3DM framework I explored with participants questions to identify fundamental assumptions regarding how a micro-economic perception of poverty can lead to an increase of academic success for low SES students
(Hwang & Horowitt, 2012)

16. Conclusion
Uruguayan author, Galeano notes that, “The rainbow of the earth is more colorful than the rainbow of the sky.”
Poverty might be colored in many ways – but not as a darkening of academic and social achievement!
Galeano, Eduardo, A Feast on Foot, Mirrors: Stories of Almost Everyone,
trans. Mark Fried Nation Books, 2009, pg. 1.