Part 1: Synthesis

Introduction

A great deal of information, both internal and external, influences our ability to learn. A thorough comprehension of these advantages is necessary for the development and implementation of efficient educational policies and practices. This overview highlights key concepts from EDC 140 Modules 2 and 3, focussing on how they affects traditional education and student experiences. At least eight notable works explore how societal variables influences education, student kinds, curriculum, and policy affect education performance.

Sociocultural influence in education

There are various sociocultural variables that affect students' learning styles and the content they absorb in the classroom. Cultural richness is a major role in student success, according to. Schooling, intelligence, speech, clothing, and even physical traits may help someone rise in society without financial resources. Schools often reflect the social context and ideas of the period. Students from various backgrounds with varied cultural comprehension and resources may suffer. Lower-income students may not have access to school-valued equipment and events. Due to this, their academic performance and chances may vary greatly.

The study by Hattie et al., (2020) emphasises language's essential in education by describing restricted and elaborated speech standards. Working-class individuals typically focus on limited codes, which are a tiny collection of words and proposed meanings that only close friends understand. Due to their broad vocabulary and obvious meanings, elaborate codes, employed in middle-class families, are preferable for formal and open situations. People converse more complicatedly and specifically in schools. These are extended codes. However, Wu et al., (2022) opined pupils who employ limited programs, which are simpler and less detailed, may suffer. Different languages demonstrate how crucial it is for schools to respect linguistic variety. This ensures that all students, regardless of background, have equal academic success opportunities. These socio -cultural issues demonstrate the need for friendly schools that handle cultural and linguistic diversity. This strategy can assist educational systems enable all children succeed in school and advance socially, creating a fairer and equal society.

Learner diversity and inclusion

There is a wide range of diversity among students in terms of racial and cultural background, social class, gender, and cognitive capacity. The goal of inclusive education is to level the playing field so that all children may succeed academically, regardless of their background or circumstances. Based upon the perspectives of Hofer et al., (2021) diversity is essential to meeting the needs of all pupils. Differentiation tailors teaching to each learner. This improves classroom fairness. This strategy recognises that learners learn at varying paces. It aims to provide pupils with several academic achievement options. On the other hand, Huang et al., (2020) emphasise foreign education's social justice benefits. Multicultural education creates an inclusive learning environment by adding ethnic perspectives in teachings. It promotes cultural understanding and respect against Eurocentrism. By teaching pupils about other cultures' history, literature, values, and perspectives, multicultural education helps them comprehend them. This method helps all children learn better and offers them the skills they need to succeed in a diverse society.

There are several ways to make schools more inclusive, but two of the most effective are differentiation and foreign education. They guarantee that all pupils, regardless of background, will benefit from the program. Considering students' needs and perspectives may help teachers make education more fair and equitable.

Curriculum planning and implementation

Curriculum planning is a crucial aspect of formal education, and it is impacted by several variables both within and outside the school. Jansen & Mller (2022) opined curriculum and instruction concepts emphasise the need of having defined educational goals, carefully selecting learning experiences to help students accomplish them, organising them properly, and evaluating their effectiveness. These principles still help construct lesson plans and ensure educational programs make sense and achieve goals. With explicit goals, teachers may focus on teaching students' needed skills and information. Carefully selected and arranged learning assignments ensure these goals are met quickly and efficiently. Continuous review makes it simpler to assess program performance and make modifications to improve student outcomes. On the other hand, Tian et al., (2022) argued that those who studied the hidden curriculum observed that it shapes pupils' lives. The school's culture, rituals, and relationships teach unspoken messages. This is the "hidden curriculum." These messages often reinforce social norms, influencing pupils' behaviour. The way a school enforces rules, emphasises competition, or treats specific holidays may say something about society. Students may view themselves and others differently due to the hidden curriculum, which might worsen social issues. In order to design a classroom that promotes diversity and inclusion, it is crucial to have a thorough understanding of the hidden curriculum. Educators must be conscious of the unintentional signals they transmit and endeavour to foster acceptance and respect for diversity. Considering both the clear and hidden curriculum can help schools create a more equitable learning environment that recognises and respects every student's distinctive background and experiences. This holistic approach to curriculum creation and implementation promotes students to become well rounded, academically proficient, and socially conscious and welcoming.

Policy and educational outcomes

Educational policies shape formal education's structure, content, and learning. Alerasoul et al., (2022) claims that policies affecting education are political as much as technical or administrative issues. Policies reflect power holders' tastes and affect what and how is taught. Neoliberal policies stress standardised exams and responsibility, which affects lesson planning and teaching. These guidelines may force children to focus solely on exam prep rather than a well-rounded education. This may disadvantage students who struggle on routine tests. Dwivedi et al., (2020) also emphasise "policy enactment," the process by which regional policies are understood and implemented. The school's climate, finances, and staff attitudes affect this process. A plan for promoting inclusive education may be implemented differently in schools with different finances and staff training. Some schools can implement inclusive policies, but others struggle due to a lack of resources or staff resistance.

The effectiveness of educational policies and their impact on students' experiences can be better understood by gaining knowledge of the processes that surround their implementation. It requires looking at how a strategy is implemented in many contexts beyond what is specified. Policies must be examined locally in terms of how rules are interpreted and altered and the challenges schools experience in following them. A more equitable distribution of educational achievements may result from improved policymaking if legislators had a better grasp of these processes. School regulations shape how and what children learn. Recognising how politics influences these policies and how they are used in diverse situations is crucial to creating effective and equitable educational systems. This understanding helps make regulations that establish high expectations and offer students the support and skills they need to succeed, ensuring that every child succeeds.

Internal factor affecting education

School influences shape official education and student learning. Leadership, teacher quality, and school climate are the most essential aspects.

Baran & Woznyj (2020) identified the essential role of school leadership for student success. A competent leader provides a clear and appealing school objective, promotes a happy and supportive school atmosphere, encourages teachers to keep learning, and collaborates with the community to boost student learning. It help create a culture of elevated expectations and progress, which boosts academic success. Leaders who motivate and encourage their personnel can improve the school climate and student learning.

The staff's lack of competence is another major issue. Baron (2021) states that teacher performance is one of the biggest factors affecting student performance. Motivated instructors who think they can make an impression are more likely to adopt effective teaching approaches and provide a supportive learning environment. This sense of accomplishment is crucial because it influences the way educators instruct, engage with students, and handle challenges. Professional development initiatives that boost teacher confidence are crucial to improving student outcomes. Teachers learn new teaching methods, develop their abilities, and gain confidence in their work in these sessions. The educational setting affects student learning. Positive educational environments with caring connections, respectful relationships, and an overwhelming feeling of safety and belonging allow children to engage and learn. Schools with attractive environments have decreased absenteeism, happier students, and greater academic achievement. School authorities, teachers, students, and the community must work together to create and sustain this atmosphere. Thereby, a strong school leadership, teaching, and a healthy school atmosphere are crucial to outstanding learning. By prioritising these factors, schools may establish positive teacher-student environments that improve academic success.

External factor affecting education

There are several external elements that significantly affect formal schooling and people' learning experiences, such as family background, neighbourhood tools, and society expectations. Ecological systems theory explains these impacts. It states that family, school, and social and cultural systems affect a child's development and growth.

The degree of education a person's parents have and the quality of their social life are two factors that significantly influence a child's academic performance. Sekli & De La Vega, (2021) identified that the family participation and support may help students succeed in school. Higher parental education typically means parents recognise the school system and can assist the children to succeed. However, parents' socioeconomic position may make it tougher for them to contribute, perpetuating educational inequities. Poor children may have fewer access to learning resources, dangerous living circumstances, and parental involvement in their education, which can make it more difficult for them to succeed in school. On the other hand, Guleria et al., (2022) determined there are several community resources that can greatly enhance educational opportunities, such as library hours, extracurricular activities, and social services. Many wealthier schools have greater finances than poor ones, therefore pupils do better there. In schools with lots of resources, children may have access to the newest technology, a variety of leisure activities, and additional help with homework. However, low-income schools may have outdated resources, a lack of recreational activities, and inadequate support services, which might degrade education quality.

Social conventions and conventional standards affect the way individuals feel about learning and the manner in which they do in school. A culture that values education fosters academic achievement. Still, society's demands can stress students, affecting their psychological well-being and mental health. These disparities need to be addressed if one wants everyone to have an equal opportunity to attend school. Policies, which support underfunded schools, include parents, and provide fair access to community resources can reduce external variables' impact on education. Teachers and policymakers can create safe and well-equipped schools for all students, regardless of background.

Intersectionality in education

Huang et al., (2023) examined the concept of intersectionality is crucial to understanding how social identities affect schooling. Intersectionality recognises that discrimination and privilege affect people differently. A student's ethnicity and gender may be causing challenges, which are incapable of being separated. Intersectionality emphasises the need for education policies that respect and accommodate students' different identities. In essence, Guleria et al., (2021) proposed for culturally responsive teaching, which appreciates students' cultures and addresses their unequal conditions. This teaching method makes the classroom fair and participatory.

Conclusion

The interplay between internal and external influences adds complexity to formal education and learning environments. Social factors, student diversity, curriculum development, and school policies affect educational outcomes. These features must be fully understood to establish effective educational strategies that emphasise equality and inclusion. Learning from Modules 2 and 3 can help educators and policymakers create a fair and impartial education system.

Part 2: Your Story

A personal narrative on school experience

The multifaceted tapestry of cultural influences that permeated my scholastic path was a direct result of my childhood in a multicultural area. My school was in the middle of the city and had students from all over the world, speaking many languages and following many different ethnic traditions. The situation I was in changed how I understood schooling and what significance social factors are to the learning process. From a very young age, I was aware of how different my friends and I came from. My best friend, Amir, was from Iran and was the second generation of his family to come to the United States. Maria, the girl sitting next to me in mathematics class, was born and raised in Mexico. The differences between us were clear not only in our names and in physical traits, but in the stories we told and the traditions we followed.

During a parent-teacher meeting in fourth grade, something happened that made the value of cultural capital very clear. My parents, who additionally are both staff members with a lot of education, got easily along with my teachers. In addition to knowing the right questions to ask, they were also extremely adept at working the school system. On the other hand, Amir's parents had trouble talking about their worries and hopes for their son's education because they worked challenging but did not know much about the school system.

One way to look at the difference in parental participation is through the lens of the idea of cultural capital. My parents had a lot of schooling and experience with the school system, which gave me an advantage that Amir's parents did not have at the time. This experience made me realise the benefits that come with having certain cultural understanding and abilities, and that have a substantial but not very obvious effect on how well one does in school. Language was also very important to me when I was learning. In school, the developers had to give a lecture and talk about a book we had read. I remember this specifically. Maria had trouble with her performance, even though she speaks Spanish as her first language. Moreover, even though she had a deep understanding of the book, her limited English skills made it challenging her to fully express her thoughts. This situation shows the idea of language codes, since Maria used a restricted code instead of the expected broad code in the classroom. Through starting ESL (English as a Second Language) classes, the school tried to deal with the fact that people speak different languages. While these efforts were made, they often failed to entirely bridge the gap.

According to Sekli & De La Vega (2021), the hidden curriculum helped students who already had excellent language skills that schools valued, but it damaged students like Maria who did not on that occasion. It got better at being welcoming, but my school ran into problems along the way. The generating of in place multicultural education programs was meant to honour and recognise all of the ethnic communities that live in our global society. There were culture days that we set up so that students could show off their traditions, food, and music. In line with support for international education, these events helped people from different countries feel like they belonged and were valued. However sometimes these activities seemed weak because they only touched on the most basic parts of our national identities. Prejudice and unfairness were still problems that needed to be fixed. During history classes, the lessons mostly focused on Eurocentric ideas and did not cover much about other civilisations. This intentional portrayal fits with the complaint that makes traditional school programs, which often leave out cultures that are not dominating. After thinking about my own experiences, I also understand how important good teaching is for getting excellent grades in school. In sixth grade, Mrs. Thompson was my teacher and she was a source of guidance and help. She modified her methods of instruction to meet our particular need, a strong believer in personalised education.

PART 3: Connection between Parts 1 and 2

This story discusses how cultural capital and language variety affect learner experiences, how differentiation and multiculturalism in schools are important, how to plan an outstanding curriculum, what role hidden curriculums play, how political educational regulations are, the significance it is to implement policies, and how internal and external factors affect education. As my tale shows, Hattie et al., (2020) and Wu et al., (2022) ideas of cultural capital and linguistic codes shaped my education. In my speech, I explained how coming up in a middle-class home offered me cultural knowledge and abilities that helped me succeed in school. However, I realised that acquaintances from working-class backgrounds were struggling since school standards did not match their home practices. This matches Hofer et al., (2021) distinction between limited and enlarged speech codes. Like Huang et al., (2020), I underlined the need for diversity and intercultural education for a welcoming learning environment. I wrote about a teacher that adapted classes to her pupils' needs to make the classroom more equitable. I also discussed how multicultural education helped me accept and comprehend diverse cultures, and prepared me for a world with many civilisations. I also utilised Jansen & Mller (2022) concepts about curriculum planning to explain how defined educational objectives and planned learning activities improved programs. Tian et al., (2022) discussed the "hidden curriculum," or unspoken lessons. Schools send these signals via routines and exchanges. These signals reinforce social norms, influencing pupils' behaviour. I saw that educational initiatives and their implementation were politicised. I explained how frequent exam rules have affected curriculums and instruction, emphasising accountability above full education. The favourable school atmosphere and supportive learning environment established by devoted teachers were due to excellent school leadership and successful teachers. The study have found that family background, neighbourhood resources, and society expectations shaped my classmates school experiences and mine. This emphasises the need for equitable tool and assistance distribution. In conclusion, my tale employs these theoretical principles to demonstrate how social, internal, and external influences affect the reactions of pupils and outcomes.

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