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Chapter 12

Chapter 12. 9610045A Rita 9610049A Bubble 9610803A Jenny. Title Page (p. 255). Running head: 1. written in capital letters. 2. no more than 50 characters. Running head: CHILDREN FROM POVERTY: CAN THEY SUCCEED?. Title Page (p. 255). Full title of paper. Student’s full name.

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Chapter 12

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  1. Chapter 12 9610045A Rita 9610049A Bubble 9610803A Jenny

  2. Title Page (p. 255) • Running head: 1. written in capital letters. 2. no more than 50 characters. Running head: CHILDREN FROM POVERTY: CAN THEY SUCCEED?

  3. Title Page (p. 255) • Full title of paper. • Student’s full name. • Name of college or university and the city. Children from Poverty: Can They Succeed? Shelley Taylor State University of New York—Oswego Centered on page

  4. Abstract (p. 256) • Center the word “Abstract” on the page. • Use no more than one page (about 120 words.) Abstract The question of whether or not children from low socioeconomic groups can raise their level of achievement . . . . No longer than three-fourths of a page

  5. The paper (p.257) • Use the present tense to indicate a conclusion. • Use the past perfect tense in citing references. The fact is that poverty does exist in this country. Some studies have shown that 21.5% of our children are living in poverty (Bracey, 1999). Use Arabic numerals → more than ten

  6. The paper (p.257) • Full title of the paper. • The thesis is usually the last sentence of the opening paragraph. Children from Poverty: Can They Succeed? A problem that should be of . . . In this paper, I have looked at some of the reasons for this phenomenon and explored possible actions that can be taken to help remedy the situation. ↑thesis statement

  7. The paper (p.258) • When two authors are cited in parentheses, the name are connected with an ampersand. In their study concerning the effects of poverty on children … , cognitive stimulation parenting style, and physical environment (Guo & Harris, 2000). An ampersand

  8. The paper (p.259) • A page number accompanies the quotation. Constantly having to move and . . . “By 1986, the poverty rate in rural areas was 50% higher than the urban rate” (Huang & Howley, 1991, p. 1).

  9. In addition, metal health assistance in the rural community may be limited to a small local mental health center that serves a wide geographic area. Often, the school is the primary resource of professional assistance and physical facilities in an entire community. The school becomes the ‘’hub’’ of the community, so to speak (Fasko & Fasko, 1998).

  10. Perhaps one of the biggest factors in the failure of children from low-income families to succeed is low or nonexistent self-esteem. Looking ahead to higher education, it can be seen these factors do much to cause attrition, a major problem for our colleges and universities.

  11. Bracey (1999) felt that we were not doing nearly enough. In response to the feeling among some educators that poverty is no excuse for academic failure, he wrote the following:

  12. Poverty, like gravity, is a fact, a condition. Gravity acts on people in profound ways. So does poverty…. To overcome the effect of gravity and fly requires great effort. Men tried for centuries without success. To overcome the effects of poverty will require great effort, an effort we are not now making. (Bracey, 1999, p.330)

  13. What, then, can be done to stem the tide of the perpetuation of poverty in our society and to give those children and youth who come from lower socioeconomic groups a better chance to succeed? The first step is to pay more attention to our early childhood education opportunities

  14. Feldman(2001) made the following perceptive statement: It is clear that a critical part of closing this achievement gap is to get it right from the start. That’s why we not only need full-day kindergarten available to all children, but also a national commitment to make high-quality, preschool education, universally available--not compulsory, but accessible and affordable to all– with first priority given to needy children. (p.2708)

  15. This study has helped me to clarify the problem and barriers our children and youth from low-income homes face environmentally and educationally.

  16. References • Ascher, C. (1998). The mentoring of • disadvantaged youth. Washington, • D.C: Office of Educational • Research and Improvement, U.S. • Department of Education. (ERIC • Document Reproduction Service • No. ED306326

  17. Begley, S (1996, February 19). Your child’s • brain. Newsweek, 55-61

  18. Friedman, E. H. (1985). Generation to generation. New York: Guilford Press. Guo, G., & Harris, K. (2002). The mechanisms • mediating the effects of poverty on • children’s intellectual development. • Demography, 37, 431-437

  19. Hung, G.,& Howley, C. (1991). Recent trends • in rural poverty: A summary for • educators. Washington, D.C: Office of • Educational Research and • Improvement. (ERIC Document • Reproduction Service No. ED 325033)

  20. Jones, D.J.,& Watson, B.C (1990). High risk • students and higher education: Future • trends. George Washington University • : ERIC Clearinghouse on Higher • Education. (ERIC Document • Reproduction Service No. ED325033)

  21. Electronic source from the Internet • Komenov, M. (2006). Rating countries for the • happiness factor. Retrieved October • 25, 2006, from http:// www.travel. • aol.com/traval/ departmentpage?id= • 1000182

  22. Citation for a journal article by two authors. • Mamlin, N., &Harris, K. R. (1998). • Elementary teachers’ referral to specilal • education in light of inclusion and • prereferral:” Every child is here to learn • … but some of these children are in • real trouble.” Journal of Educational • Psychology, 90385-396

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