Research Paper: Putting it all together!!
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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
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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.
https://eds-a-ebscohost-com.libdatab.strayer.edu/eds/pdfviewer/pdfviewer?vid=10&sid=6
6a076ee-041a-4ad2-8714-e7f4d31080ee%40pdc-v-sessmgr01