Brooke McGreevy FNED 346-07

            On Wednesday, November 14th I had attended the LGBTQ Thanksgiving in the Donovan Dining Center. Many shared stories and discussed unique challenges for LGBTQ+. People and their families that arise inn the forms of microaggressions and homo/transphobia and coping strategies for dealing with family dynamics in this political environment.        Some of the stories and strategies that I'll be sharing, I will not give out names of the people who shared.  Some that did come to this event had not shared with their families their sexuality's because they are scared their families will reject them. One women who is a senior at RIC stated "to remind yourself that you are not alone. The problem is not with you but the homophobic family relative that doesn't understand you. To also remain hopeful that the family relative who is homophobic will change their attitude will change after your relative has had some time to adjust and ...

            In this reading, the author Jeannie Oakes talks about how tracking students have positive and negative aspects to it. According to the reading one major aspect to tracking is that, “tracking leads to many differences in the day-to-day learning experience students have in school.” Meaning anyone in these types of environments have access to richer schooling experiences compared to other students. Other great reasons for tracking can help school educators see what needs to be changed if there are changes that do need to be made tracking sometimes seems to “work” for high ability students. Sometimes there are some uneven opportunities, in high-ability classes tend to have better instructions meaning the teaching skills would be considered better. A study was made to see if this statement is true. According to Oakes, “top-track classes spend more time on learning activities and less on disapline, socializing, or cl...

Post #8, Herbert Article, “Separate and Unequal”             According to Herbert’s Article, he believes that Educators find it extremely difficult to get good/promising results in schools that would be characterized by high concentrations of poverty. Schools who have many black and Hispanic children tend to have lower student achievements along with lower levels of parents being involved. Herbert states, “evidence show that poor kids of all ethnic backgrounds do better academically when they go to school with their more affluent – that is, middle class – peers.” Another eye-opening quote from the article is, “there is very little evidence that you can have success when you pack all the low-income students into one particular school.” Educators want to take away children from poor learning environments and bringing them to a school where the neighborhood and children around them would be considered a good influence where t...