Research Paper: Putting it all together!!

profilePause123
ResearchPaper_LiteratureReview.pdf

Research Paper: Literature Review

Taya Hervey-McNutt

EDU 508: Educational Research Methods

Dr. Margarita Vance, EdD, MBA

Strayer University

May 10, 2021

Poverty and Education

Poverty is everywhere, in the developed countries, and in the least developed countries,

and many define it as the state of failure to satisfy basic needs. Poverty affects all: the great, the

small, economy, and schools. Many schools have been affected by poverty, therefore,

undermining the quality of education children receive. Children, especially from poor

backgrounds, are the most affected. Students facing poverty possibly encounter numerous factors

that can hinder their academic performance. problems reaching school on time because of the

transportation barrier, which results in a hindrance to better education.

Common Themes in the Literature

Education can Bring Poverty to an End

Many nations understand that education empowers, and equips citizens with knowledge.

Apart from knowledge, it may also equip citizens with skills. Education achieves all this because

it starts by teaching learners about where the world has come from. This is the foundation of

education, talking about the past and everything that occurred. It covers how people lived, their

economic activity, the knowledge they possessed, how communities were structured, and the

technology that was there. After this, it brings learners back to the present by telling them all that

is going on in agriculture, education, politics, and technology. By the time learners finish their

education, they are able to come up with solutions to problems in their countries (poverty), know

how to manage funds, and utilize opportunities. The writer of the article, Global systems

thinking in education to end poverty, summarizes all this by stating that education faces the

hassle of minimizing poverty (Briscoe, 1).

Poverty is a Barrier to Education

Students facing poverty are denied access to better education. Students who lack one, or

several essentials fail to get a better education. Discussed in chapter 5 of the review for the

book, No Longer Forgotten, the writer discusses the importance of not just the politicians

pushing to create policy, but for the need of the rural schools as well (Cervone, 2). Any student,

no matter those in kindergarten or in a more advanced class faces the above problems if they

come from a humble background. These students become disadvantaged compared to students

who come from rich backgrounds. As such, schools are forced to come up with interventions

such as tuition to reduce the gap between these students impacted by poverty, and those who are

more fortunate (Allee-Herndon, Roberts, 3). The well-being of students who face any type of

poverty may also get compromised.

Contrast the Findings in the Literature

According to the findings, it has been established that poverty can be eliminated through

various means, one of them being teachers adopting to teach in high poverty schools

(BazemoreBertrand, Handsfield, 4). One way this can be achieved is by teachers figuring out

ways of creating relationships with students who come from poverty-prone areas. In contrast,

research argues that some teachers have tried establishing relationships with students who come

from humble backgrounds but have failed (BazemoreBertrand, Handsfield, 4). These teachers do

not believe that this can happen, Hence, the situation has not changed, nor improved.

Throughout the article, Poverty, Self-Regulation and Executive Function, and Learning in

K-2 Classrooms: A Systematic Literature Review of Current Empirical Research, the

experimenters concluded the following findings. First and foremost, poverty and education are

impacted by high-quality, developmentally appropriate, and research-based instructional

approaches. Meaning that both have a correlation with one another and can be affected by one

another. They also looked into moderating the impact poverty has on young children’s

developmental outcomes. Furthermore, these researchers also argue that the significant and

growing understanding of how self-regulation and executive function have an impact on poverty

and education (Allee-Herndon, Roberts, 3).

In contrast, the literature has revealed that none of these methods have the expected

outcome in reality. It has been seen that the measures proposed by the two writers have been

used for more than a decade now but the outcomes they were expected to deliver have not been

delivered (Allee-Herndon, Roberts, 3).

Gaps in the Literature

The self-regulation and executive regulations in the literature remain under-exploited.

Self-regulation and executive regulations aim to reduce the impact of poverty on education.

These regulations have been proven on paper to work. However, when the intervention was put

in place in real life, it did not work as expected. This shows that the topic is under-exploited.

Thorough research still needs to be conducted on the subject in the future to get more promising

results. According to the findings in the Empirical research, self-regulation and executive

functions can work when measures to promote the right classrooms, and low-stress are

understood (Allee-Herndon, Roberts, 3).

While many interventions are being put in place to help reduce poverty among

students from humble backgrounds, rural areas still face this problem. All the interventions put in

place have not impacted rural areas in any way because they remain forgotten and

underestimated. While reading about how China reduced its poverty, it was discovered that this

Country was able to remove most of its citizens from the poverty line (Pęciak, 5). Utilizing

politics, the country was able to create change for those in poverty by creating beneficial

programs and reforms that are capable of helping citizens as well as the community. However,

people living in rural areas remained in their previous poverty state. This is the case because a lot

of interventions are not diversified, or tailored to meet some conditions in some places.

Summary the Literature According to the Topic

There are several ways of reducing the effects of poverty, and education including

self-interventions, and executive function. According to The Clearing House: A Journal of

Educational Strategies, Issues and Ideas, the impact poverty can have on an individual can be a

traumatic experience with life long effects (Engler, Strassle, Steck, 6). In conducting a poverty

simulation, the group was able to conclude that not only does one need a physical change when

going/gone through poverty, but mental as well. Shifting a mindset from thinking that someone

who is in poverty is not working hard enough and instead thinking what maybe went wrong and

how can they help? Also, while reading the article, Are America’s Poorest Children Receiving

Their Share of Federal Education Funds? School-Level Title I Funding in New York, Los

Angeles, and Chicago, one major start to reducing the effects that poverty has on education

would be ensuring that all schools are receiving proper and equal funding (Brown, 7). Currently,

the way our education system operates, a school’s budget is based on how well the school

performs overall on the yearly standardized exam. For students who attend well funded schools,

they have access to the resources necessary in order to succeed on the test, while comparably, an

underfunded school student would have the complete opposite. Both students would be expected

to score high on the test in order to get funding for their school, however, one is already at a

disadvantage before they even walk into the school doors. If all these interventions are seriously

researched and implemented appropriately, the problem of transportation barriers among students

from humble backgrounds will be eliminated.

References

1. Briscoe, P. 2015. Global Systems Thinking in Education to End Poverty: Systems

Leaders with a Concerted Push.

https://eds-a-ebscohost-com.libdatab.strayer.edu/eds/pdfviewer/pdfviewer?vid=8&sid=66

a076ee-041a-4ad2-8714-e7f4d31080ee%40pdc-v-sessmgr01

2. Cervone, J. A. 2019. Book review of “McShane, M. Q., & Smarick, A. No Longer

Forgotten: The triumphs and struggles of rural education in America. Lanham, MD:

Rowman and Littlefi eld.. https://doi.org/10.26209/jrre3508

3. Allee-Herndon, K. A., & Roberts, S. K. 2019. Poverty, Self-Regulation and Executive

Function, and Learning in K-2 Classrooms: A Systematic Literature Review of Current

Empirical Research.

https://eds-a-ebscohost-com.libdatab.strayer.edu/eds/pdfviewer/pdfviewer?vid=4&sid=66

a076ee-041a-4ad2-8714-e7f4d31080ee%40pdc-v-sessmgr01

4. BazemoreBertrand, S., & Handsfield, L. J. 2019. Show & Tell: Elementary Teacher

Candidates' Perceptions of Teaching in High-Poverty Schools.

5. Pęciak, R. (2020). China’s achievements in poverty reduction. Prace Naukowe

Uniwersytetu Ekonomicznego we Wrocławiu

6. Brown, C. A. 2007. Are America’s Poorest Children Receiving Their Share of Federal

Education Funds? School-Level Title I Funding in New York, Los Angeles, and Chicago.

https://eds-a-ebscohost-com.libdatab.strayer.edu/eds/pdfviewer/pdfviewer?vid=6&sid=66

a076ee-041a-4ad2-8714-e7f4d31080ee%40pdc-v-sessmgr01

7. Engler, J. N., Strassle, C. G., & Steck, L. W. 2019. The Impact of a Poverty Simulation

on Educators’ Attributions and Behaviors.