Your Final Research Paper must include the following information: A culminating written paper that includes a discussion of the problem /issue under study, research and related literature, your analys

9

The Lack of Educational Materials

Brian Cooper

Saint Petersburg College

EDG4940 Internship

Professor Wilkins

March 28,2023

The Lack of Educational Materials

Question 1

The need for educational materials is the problem that must be fixed at my internship site, M.A.S.T.R. Kids. The organization needs more supplies like laptops, books, and other tools for student learning and success. This problem is related to educational equity, which has been a recurrent concern throughout my curriculum in academic studies. Educational equity means that all students, regardless of origin, color, or socioeconomic level, should have access to the tools and assistance they need to succeed. We can contribute to leveling the playing field and guarantee that all kids have an equal chance to succeed by giving students the tools they need to study and develop.

The absence of educational tools is especially worrisome for at-risk adolescents who may already be dealing with serious life issues. These pupils could find staying up with their peers challenging and risk falling behind academically if they need access to computers, books, and other resources (Chen et al., 2020). This may negatively impact their educational and employment prospects in the long run. We must address this problem and give these students the tools and assistance they need to succeed. This could entail organizing fundraisers to buy new tools and materials or looking for collaborations with nearby companies and groups to raise money. By tackling this problem jointly, we can ensure that all students have access to the tools they require to realize their full potential.

Question 2

1. Investigate how educational materials affect students' learning and achievement. This study will review academic sources investigating the connection between students' academic performance and access to resources like computers, books, and other materials.

2. Assemble information on the organization's precise resource requirements. This will entail collaborating with M.A.S.T.R Kids staff members to pinpoint the resources required to promote student learning and achievement.

3. Create a fundraising strategy to gather the required funds. I will collaborate with the organization to create a fundraising plan to secure the necessary funds to support student learning and success based on the research done and data gathered. This strategy can entail finding collaborations with neighborhood companies and organizations, submitting grant applications, and planning fund-raising activities.

4. Evaluate the plan's effectiveness. After securing the required resources, I will collaborate with M.A.S.T.R kids staff to assess how the new resources affect student achievement and learning. This may entail compiling information on students' academic performance, interviewing students or staff in focus groups or surveys, and examining student motivation and involvement patterns.

5. I intend to combine quantitative and qualitative research techniques to gather information and evaluate the plan’s efficiency. Data on students' academic achievement will be collected, surveys and focus groups with students and staff will be held, and trends in student engagement and motivation will be examined (Ferreira & Canedo, 2020). All data will be assessed statistically, and the results will guide continuing initiatives at M.A.S.T.R. youngsters to enhance student learning and achievement.

Question 3

I intend to investigate the political and legal environment around the allocation of educational resources in the neighborhood where M.A.S.T.R youngsters are situated to analyze a socioeconomic trend in my approach. I will specifically look at any regional, national, or federal policies that might affect the accessibility of educational resources for students at risk. For instance, I would look at programs for educational technology or school finance and evaluate how these initiatives affect the accessibility of resources for groups like M.A.S.T.R. kids (Miloslavsky & Bolster, 2020). I might also examine any ethical or social issues raised by how resources are distributed in the community. Examining concerns with educational equity and access or considering more general socioeconomic characteristics that may impact student success are two examples of how to do this.

I will analyze scholarly sources, including policy papers and studies from credible research groups, to acquire information on these trends and thoroughly grasp the political and legal environment surrounding disseminating educational resources. I will also speak with advocacy and community organizations to learn more about the social and ethical issues affecting how resources are distributed in the neighborhood. To address the need for more educational resources at M.A.S.T.R. kids, I can build strategies that align with regional regulations and consider the neighborhood's unique social and ethical concerns, thanks to this analysis of socioeconomic trends (Gearity et al., 2021). I will be able to solve the problem and promote student progress more thoroughly by developing a deeper understanding of the organization's overall operating environment.

Question 4

The historical policies and practices that have supported educational inequality are to blame for the absence of educational resources for M.A.S.T.R. students. In the past, schools serving underprivileged populations and low-income areas have had less financing and support than those in wealthy places. Due to this, a substantial resource gap exists between schools in various locations, disproportionately affecting kids from underserved neighborhoods.

The No Child Left Behind Act illustrates a policy with long-term effects on distributing educational resources (NCLB). By boosting accountability and providing financing to schools serving low-income students, the act sought to increase educational equity, but it had unexpected consequences (Juškevičienė et al., 2022). NCLB fostered standardized testing and accountability, prioritizing achieving targets over addressing the unique needs of each student. Many schools needed help to keep up with the higher demands because the legislation needed to give more cash to them to satisfy the new standards.

Another illustration is the term "digital gap," which describes how various populations have unequal access to technology and online services. Low-income and marginalized communities have historically needed more access to technology, which hampered their capacity to use chances and resources for education. Despite initiatives to reduce the digital divide, including the E-Rate program, various communities still have a sizable technological access disparity.

The paucity of educational resources at M.A.S.T.R. Kids and other comparable organizations helping at-risk students results from prior policies and practices. It is crucial to comprehend the historical background of these behaviors and policies to create practical solutions to the problem of resource inequality (Goghari et al., 2020). We may endeavor to identify and eliminate structural barriers to educational fairness and make sure that all students have access to the tools and assistance they need to achieve by acknowledging the historical ramifications of present policies and practices.

Question 5

The need for more educational resources is a significant problem that affects numerous businesses, institutions, and communities that work with at-risk youth. Although the precise circumstances may vary, some universal themes and difficulties apply to all situations.

1. The disparity in resources between communities and schools serving underprivileged groups and those in richer ones is a common problem. A lack of access to technology, inadequate facilities and resources, and insufficient financing for teacher preparation and professional development are just a few examples of how this gap could appear (Van Vechten, 2021). This disparity is particularly noticeable in areas with high poverty rates, scarce resources, and a dearth of political and social capital.

2. The requirement for culturally relevant pedagogy and educational practices is another recurrent problem. Because they may not see themselves reflected in the curriculum or the teaching staff in many communities, kids from disadvantaged backgrounds may become disengaged and unmotivated. Successful educational initiatives place a high value on diversity, equity, and inclusion in their programming and are cognizant of the significance of culturally responsive pedagogy.

3. While the effects of these challenges on organizations and communities may vary, there are certain commonalities in the approaches that can be used to deal with these problems effectively. For instance, advocacy campaigns to advocate policy changes that advance educational equity and boost financing for education can be successful in various situations (Johnson, Ennis-Cole & Bonhamgregory, 2020). Partnerships with neighborhood organizations and businesses can also help to improve resource access and give children engaging learning opportunities.

References

Chen, S. Y., Basma, D., Ju, J., & Ng, K. M. (2020). Opportunities and challenges of multicultural and international online education. Professional Counselor, 10(1), 120-132.

Ferreira, V. G., & Canedo, E. D. (2020). Design sprint in classroom: exploring new active learning tools for project-based learning approach. Journal of Ambient Intelligence and Humanized Computing, 11, 1191-1212.

Gearity, B. T., Szedlak, C., Kuklick, C. R., Mills, J., Feit, M. K., Callary, B., ... & Bergan, M. (2021). Enriching selves in strength and conditioning society: A multilevel proposal to enhance strength and conditioning psychosocial practice as part of the council on accreditation of strength and conditioning education. Strength & Conditioning Journal, 43(2), 92-103.

Goghari, V. M., Hagstrom, S., Madon, S., & Messer-Engel, K. (2020). Experiences and learnings from professional psychology training partners during the COVID-19 pandemic: Impacts, challenges, and opportunities. Canadian Psychology/Psychologie canadienne, 61(3), 167.

Johnson, K. R., Ennis-Cole, D., & Bonhamgregory, M. (2020). Workplace success strategies for employees with autism spectrum disorder: A new frontier for human resource development. Human Resource Development Review, 19(2), 122-151.

Juškevičienė, A., Samašonok, K., Rakšnys, A. V., Žirnelė, L., & Gegužienė, V. (2022). Development trends and challenges of students’ academic mobility in higher education. Entrepreneurship and sustainability issues, 9, 304-319.

Miloslavsky, E. M., & Bolster, M. B. (2020, August). Addressing the rheumatology workforce shortage: a multifaceted approach. In Seminars in arthritis and rheumatism (Vol. 50, No. 4, pp. 791-796). WB Saunders.

Van Vechten, R. (2021). A Review of the Literature: Internships and Best Practices.