Journal Table 2
Column 1
A) What are the specific important-societal-
factors-edfd-460-461-462 that serve as
resources and challenges impacting the
learning of the learner(s) you are studying in
your clinical setting?
As discussed in the previous journal table
racialization is a huge societal factor for
students everywhere, and the ones in my
placement are no exception. Racialization
can perpetuate negative stereotypes that
allow for individuals not to reach their full
potential. Specifically, in this classroom,
chaining racialization and socioeconomic
conditions, students that are in poverty and
that other students know they live in
poverty, are put down by others as well as
the school system. The negativity from peers
can create educational barriers for these
young learners, which is an additional hoop
for them to jump through. Another factor
impacting these learners is ideology. Many
students in this environment come from
various backgrounds giving them widespread
view points. These students bring their
ideology to the classroom and as such an
impressionable grade for many middle
schoolers, ideologies can clash and create
tension.
B) What developmental and/or learning
theorists learned in EDFD 400/401 can be
used to argue why these specific Important
Societal Factors are significant?
Eriksons social stage theories can help us see opportunity to address) students
just why these specific factors are so
significant. Most of these learners are in
Eriksons stage of identity vs. role confusion. Closure to the Poverty Analysis Discussion)
Column 2
C) How do specific arguments made by Eric
Jensen or any other scholars used on ANY
OF the 6 Poverty Analyses (Areas Discussed
in the Eric Jensen Reading located in the
D2L Discussion section) shape your present
thinking about working with impoverished
learners? (Cite specific author arguments,
examples, and page numbers here!!)?
The arguments made by Eric Jensen
strengthen my way of approaching torturing
impoverished learners. First thing first, you
never are fully aware of a learners
socioeconomic situation unless they tell you
or you have previous data confirming this.
That out of the way, I am aware of multiple
learners in my class that are impoverished. I
feel that the Funds of Knowledge approach
can work especially well with these learners
because often they are neglected or pushed
aside by society and the educational
community for being too difficult to work
with or uneducated. I find this to be a catch-
22 because if you see someone as
uneducated and your job is educating,
shouldnt your first concern be how to better
educate an individual rather than racialize or
stereotype their way of life? One major thing
I took from Jensons reading was that the
students major influences are often not at
home but with the peers and teachers at
school.
D) How do you see your Cooperating
Teacher addressing (or missing the
development of soft skills (Be specific with
concrete examples of these soft skills See
This is significant because you can see the
individual students struggling with figuring
out who am I? as well as it is quite obvious
that they are trying to see where they belong
socially within the confines of the middle
school environment. These learners are all
dealing with many outside issues, however
the outside societal factors will always
constantly be affecting a learners education
as well as way of life.
and any specific 21st Century Framework
Skills discussed in the following resources:
P21 Framework Definitions and
Descriptions
Soft Skills are as defined by Alison Doyle as,
personal attributes that you need to
succeed in the workplace. The cooperating
teacher makes sure to instill many soft skills
as well as opportunities to use these skills in
class. Specifically respect and personal
responsibility are the big two that are
important to the teacher and her classroom.
These students have many ways to show
their skills and increase them with the
opportunity to work in groups and have to
cooperate with one another. Additionally,
many of these students do not like to put in
the work or effort to further their learning,
yet the cooperating teacher does an
outstanding job of commanding respect and
instructing the students.
E) How do you see (or fail to see) how your
cooperating teacher demonstrates any of
the concrete strategies for working with
impoverished learners that you learned
from your outside social class scholar See
your Social Class Individual Outline
(Second Column social-class-research-
report-individual-outline-2016-17) OR as
identified by your classmates outside
scholar discussed in their specific Poverty
Analysis Discussions?
As far as concrete strategies for
impoverished learners in my placement I do
not necessarily see any strategies. What I see
is the cooperating teacher teach everyone in
an equal manner and not adapted to be for
impoverished leaners. The thing about my
placement is that our job is to ask questions
and let the students teach themselves how to
do the problems that they are confused with
so it is quite challenging to view if there are
ways of strategies being used it is very hard
to see if there is strategies demonstrated.

F) List the 2 Human Resources, 2 Academic

Journal Articles, and 2 Curriculum and
Instruction resources you will possibly use
for your Annotated Bibliography.

Human Resources:
Dr. Walker
Dr. Danneker

Academic Journals:
Chalfant, L., Rose, K., & Whalon, K. (2017).
Supporting Students with Autism. Science
Teacher, 84(4), pp. 36-41.

Xin, J. F., & Leonard, D. A. (2015). Using iPads

to Teach Communication Skills of Students
with Autism. Journal of Autism and
Developmental Disorders, 45(12), pp. 4154-
4164. doi:10.1007/s10803-014-2266-8

Curriculum and Instruction Resources:

TRF
Three Column Notes