video help!

timer Asked: Oct 20th, 2018
account_balance_wallet $25

Question Description

Students are to map out their educational careers thus far and see how their life events have led them to the position they are in today. They will then create a Screencastify( it is a tool that you use to record your screen an you) and share their life experiences using images/texts/etc. This activity mimics the Racial Triangulation activity from a few weeks ago.

- I do not know how many pages but i want to create a video with 5 minutes answering the first question that I highlighted.

can you help me answer all these questions with not a lot strong vocabulary since it will be a video. also, I am a latina so you can use that and I will be the first person who is attending college. I was prioritized by my counselors.

- you can also say that in high school I did not suffer of racism for my teachers just for my classmates that they laughed at my accent also I had one government teacher that talks really bad about immigrants and that one time we had a group assignment that we needed to create a video and I create the video and it was one of the best video in our class so she thought it was not mine she she thought my classmates created the video. Even in the university I had some challenges that I faced because of my name I had some problems with my financial aid since they asked extra information for my financial aid that I needed to turn in the same day I almost could not attend this university since they will not help me if I did not upload all those documents.

  1. Think about how your racial storyline has been influenced by the white racial frame and the field of racial positions.
  • Was there a counter-narrative at some point in your life? Did you or someone else bring this up in your life?
  • Did you fall under the stereotypical views society may have of you? Was there a shift at some point in your life where you decided that something has to change? Why?
  • How has this affected your academics? Did you change over time?
  • How were you treated? Were you prioritized by your counselors? Called out of class frequently to make sure you're on track to go to college?
  • What resources were you given to be college bound? (SAT/ ACT Tutoring, editor for your college applications, college preparation academies, mentoring?)
  • What kind of family do you come from?
  • More things to consider: Low income? Siblings? Are your parents college educated? What career are they pursuing? Are your parents present at home?
  • What did you learn from this? How did your life differ from people in your group?
  • How did you end up in the position you are in today?

readings oakes just page 1-14 and racial storylines everything

Unformatted Attachment Preview

xvi - - PREFACE unflag~g in their enthusiasm artd .impport from the first idea for the study to the final revision of the manu~cript Paul Heckman listened carefully, asked challenging questions, and always managed to protect the time and place for me to work. Ken Sirotnik not only provided me with technical help in the design ;md analysis phases of the study but shared with me his profound understanding of the complex substantive issues that underly methodological decisions as well And, of course, John J_ Goodlad, principal investigator of A Study of Schooling, director of the Laboratory in School and Community Education, and former dean of the Graduate School o~ Education at UCLA, created an atmosphere of trust and intellectual freedom in which all of us could pursue ideas and explore new directions. . · Finally, I would like to thank my family who made home a friendly place to work. My daughters, Lisa and Tracy Oakes, were kind enough to consider what their mother was working on important. My husband, Martin Lipton, was a wise and gentle counselor. His insightful suggestions for both the substance and the style of thi:5book are reflected throughout Of course, as significant as these people's contributions were, the responsibility for the views that follow remains with me. · 1 . ·• Tracking j_ l l I Looking back, or looking casually from the outside in, the events of junior and senior high school appear like a complex but well-choreographed series of much-practiced and often-repeated steps. Each student performs a set_routine, nearly if not completely identical to that of his schoolmates. 'Even the stumblings, bumpings, and confusions seem so predictable and occur with such regularity that chance alone cannot explain them. Day in and day out. the rhythm continues, the tight schedule of slow hours in class interrupted by the hurried frenzy of 5 or 7 or g•/4minutes between-a few noisy moments of juggling textbooks and notebooks stuffed with worksheets and answers to a string of ques tions at the end of some chapter, minutes of half-finished conversations, partly made plans-and then the rush to be somewhere else on time. In class there is the near-silent, almost attentive listening and the seemingly endless talk of teacher: "Get out your books. Yes, I said get out your boo,ks.Now open to page 73 ... 73 ... 73. Yes, that was page 73. Yes. Now, if you w~ take out some paper ... yes, you'll need a pencil. No, this won't be handed in, but I'll check it at the end of the period. Page·73. Could you put away your comb, please? Now, on page 73 . ... " Heads bent over books and answer sheets. students wait for the bell or for an interruption-a forgotten announcement. a call slip from the office, a fue drill, or some other break in the constant, repetitive motion. And of course there is daydreaming, meditation to the sweep of the sprinklers outside, sidelong_glances at the hint of whiskers growing iml ·,, "'/ ,•- •.!,_' ,•••• I~ "'!"<· ; • .,- -• . • ' ~-; • • . ,~,, I,- •·•, •• ' ' TRACKING perceptibly longer on a nearby adolescent chin, and the w.ondering if · teachers go to bars after school or quietly slip into a closet after the last period and wait until morning. There is learning, too. It seems as though everyone plows through geometric proofs, Julius Caesar, the causes of the Civil War, and the elements of the scientific method, but not with too much attention until just before exams. Some of us may even remember a handful of moments--not many, to be sure--when we forgot our adolescent selves enough to be absorbed in learning until the next bell sent us running to our lockers to get our smelly gym clothes before we missed the pus. And somehow things get learned ·and kids get smarter, test scores get better, essays get longer, problems get solved, constitutional amendments and the three branches of the federal government get memorized, leaves get labeled. frogs cut up, and cin and on. So it goes, year after year. School counselors, only semivisible most of the time, emerge to sort through the maze of classes and students until somehow everyone has a class arrange.d for every hour for the following year. And so the dance continues with only slight variations on the dominant theme of sameness. Isn't and wasn't it the same for everyone? Yes ... and no. !·) •· :.1 :: : . ..:. .:•i - This book is about schools and what students experien _ce in th~. More precisely, it is about twenty-five junior and senior high schools anq; about some of the experiences of 13,719 teenagers who attended thoi,~ schools. A sameness permeated those experiences. Yet underneath this cloak of sameness the day.stQ:-A~Y..iJives of these students were quite lieved that daily classroom exposure to bright students has negative conJ•"" ,_...sequences for slower on~. A th~~ assumption is that th~ placem~nt i, ~ .,, 14 processes used to separate students mto groups both accurately and fairly , t, \ reflect past achievements and native abilities. Part of this assumption too is that these placement decisions are appropriate for future learning, {· "9 r f ; J !:~. G I'/.",,,_",, "...,,,.. i, I.a.,,. /"' (.!!.,I ·,l , 1· //. 6· l.•1i.. .J.. " ~- .. ,. 7 either in a single class or for whole cours .f . . th . _eso study (e.g., academic or vocational). Afol'Ti:-thassump" -~·veruon is at It 1s · c modate indiViduaJ difii . easier ~or teachers to accomerences m homogeneo eral, groups of similar stud t . us groups or that, in genTh en s are easier to teach and manage ere may be other assumption k . ;~~~ese are the premises in support of tracking practi:e:\ 0 Well, what about these assumptions? Because we base so much of h d that they be carefully studi d S w at we o on ~em, it seems essential pirical eVidence from rese:~h ::~can ~e exarrune~ by looking at emflective analyses with a hist . es. _thers require thoughtful, repolitical context of school. ;r~~!~~~ective_ sens~~ve to the ~oci~ and order to discover how our implicit thin~qurre cnttcal ~xammation in !ices that are contrary to th . g may be leadmg us to pracwith students Thi . h e ways m which we would choose to work . . s Is w at we are about to do here. Despite the fact that the first assu . or better in homogeneous group -· =tion-:that students learn more not true: Or, at least, we have ost uru~ersally held, it is simply indicating that homo . . y mountains of research evidence learn better Over th!e;:~s_groupmg doesn't consistently help anyone conducted ~n the effects ofsixbtili'!. years hu_ndreds of studies have been a ty groupmg and tra kin learning. These studies have looked at various kind ; g ~n student sured different kinds of leamin d . s o groupmgs, rneaages and grades. Th tudi g,. an :on_s.ideredstudents at different es es vary m therr size and · h · m t err methodology. Some are quite sophisticated th certain specifics but one c ' ra er crude. The results differ in dents has be • one us10n emerges clearly.;__ ~gro!:P of_stu---·--..- A-~few f.0!!.1!-:4. !'!!!.1-f!fit bein · - ous grou-e_. of the st di- consistentl ·°Jl. ..- ... Y....from _______ g_1.n.a.h01nogf!.11e:. the brightest learn more whu ethss ow that those students identified as en ey are taught in a f th • and provided an enriched c· . l H group o err peers, . uncu um. owever td ies have found that the le.,~; f • mos o not Some stud...., o students identifi d b • or low, has not been harmed by th . 1 . e as emg average However, many studies have fou: pd;~~;ent_ m homogeneous groups. of average and slow students to be negatively affe t d b h Th c e Y omogeneous placements 1 acade ~ net result of all these studies of the relationship of tracking and Ill.leoutcomes for students is a conclusion contr . b ary to the widely held assumptions about it W dents are not held back wh·e ~ can ~ fair~y confident that bright stun ey are m Jll.lXedclassrooms. And we can ~::r :::; ~a::n :o~e I 8 l • TRACKING be quite· certain that the deficiencies of slower students are not more easily remediated when they are grouped together . And, given the evidence, we are unable to support the general belief that students learn best when they are grouped together with others like themselves. Toe second assumption - that students, especially the slower ones, feel more positively about themselves and school when they are in homogeneous groupS-.:-includ~ a number of other premises as well.kWe often hear that classroom competition with bright students is discouraging to slower ones and may lead to lowered self-esteem, disruptive behavior, and alienation from ·school Many who support tracking do so · because they are conviriced it will prevent these problems. During the past twenty years, several researchers have investigated these claims. Once again, the evidence we have about the relationship between tracking and student attitudes and behaviors shows something quite different fr ...
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Tutor Answer

School: New York University

I have already done it. I thought knowing your gender would help me give a more accurate answer. Please find attached.

1. Think about how your racial storyline has been influenced by the white racial frame and
the field of racial positions.
I come from an immigrant Mexican family who relocated to the US when I was in my
early teens. Like many immigrant families, I was grateful for the opportunities a life in America
provided me. I worked very hard in school and performed generally well....

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