Addressing Low Socioeconomic Status Language Factors for Increased Teaching Effectiveness
Students from low socioeconomic backgrounds have different language styles and characteristics than those from richer status groups. Increased awareness, implemented accommodations and strategies can produce more effective schools and teachers.
||Poverty, Low Socioeconomic Status, Behavior, Discipline, Language, Voices, negotiation
International Journal of Learning, Volume 12, Issue 7, pp.317-320.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 845.521KB).
Dr van der Jagt is a native of the Netherlands who has lived and taught in the province of Ontario, Canada for a total of 23 years. He earned his degrees in the United States. Both his Bachelor of Arts (psychology) and Master of Education degrees (special education) were earned at McDaniel College in Maryland while his Doctorate of Special Education degree was earned at Southern University-Baton Rouge, Louisiana. Dr van der Jagt has taught both general and special education students and, after earning his doctorate, taught foundational and special education courses at the University of West Alabama. At this time he teaches mainly introductory and assessment courses at both undergraduate and graduate levels. He is familiar with a variety of cultures based on both his living environments and travels. His main interests include brain based learning and severe dyslexia.
Dr Marion Madison earned her Bachelor of Arts (B.A.) and Master of Arts (M.A.) degrees at the University of Arkansas at Little Rock and her Ph.D. from the University of Southern Mississippi. She has worked extensively with different types of exceptionalities with an emphasis on moderate and severe disabilities. Due to the various states and areas in which she has lived and taught, she has had extensive experiences with a variety of cultures within the United States.
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