PRE-WRITING SCAFFOLD 2
Pre-Writing Scaffold Assignment
Jalen McGhee
School of Education, Liberty University
Author Note
Jalen McGhee
I have no know conflict of interest to disclose.
Correspondence concerning this article should be addressed to Jalen McGhee
Email: jmcghee19@liberty.edu
Lev Vygotsky
Annotated Journal Articles on Lev Vygotsky
Brown, R. (2020). Re-conceptualizing the development of agency in the school mathematics classroom. Theory Into Practice, Digital/Theory Into Practice, 59(2), 139–149. https://doi.org/10.1080/00405841.2019.1702394
Brown (2020) explores the development of in mathematics classrooms. The article displays a sociocultural view of Lev Vygotsky to investigate teacher and student instruction during interactions in the classroom. One particular focus that was investigated was student agency. Student agency is learning through activities driven by interest (Brown, 2020). The correlation between the agency of teachers teaching, and learning the content, and the agency of structure that supports the ways of knowing and applying the content (Brown, 2020). The core to teaching and understanding the knowledge of mathematics, is the notation of agency in sort terms, positive teacher student and student-student relationships matter. Student agency plays a major role in one’s development. In order for it work effectively, teachers must include student interest to keep them engaged, become knowledgeable to their development of their students’ identities and always include some form of collaborative work. Lev Vygotsky is a pilar when it comes to student development and teacher scaffolding. “I instruct you in the way of wisdom and lead you along straight paths” (( Proverbs 4:11 (NIV), n.d.) is the testament to Lev’s philosophy because teachers will guide their students in the right path just like how God will guide someone in the right path. In conclusion, the development of agency in mathematics classes helps teachers and scholars in a collaborative way to reanalyze ways they share agency in classroom and in the process, they can reflect on their findings and build up on their knowledge for future lesson bringing Lev Vygotsky’s philosophy to life.
Nardo, A. (2021). Exploring a Vygotskian theory of education and its evolutionary foundations. Educational Theory, 71(3), 331–352. https://doi.org/10.1111/edth.12485
The sociocultural theory of cognitive development is the influence that culture has on an individual’s development (Nardo, 2021). In this article, Nardo (2021) fights that even though supporting the evolutionary findings of Vygotsky theory, it would spark an educational dialogue of him as well including debates of the difference between development and learning. The concept of development was founded upon cryptic evolutionism which is a correlation between evolution and revolution (Nardo, 2021). The main difference between development and learning refers to what is their purpose, and what is their focus. Learning focuses on learning new skills while development is focuses on ways to improve their skills to better themselves. “Fear of the lord is the beginning of knowledge, but fools despise wisdom and instruction” (( Proverbs 1:7 (NIV), n.d.) ties into development and learning. This shows that people must put their faith in God, and they will acquire wisdom; like what we see in learning. Students must put their faith in learning a skill, so they can development their skills to become the best version of themselves. To end, this article advocates for the experience and reasonability to practice teaching and the tasks of teachers. Vygotsky believed that the connectivity of learning to development supports the question of how his belief of learning is influenced by culture. Overall, ZPD is the intentionally steppingstone of revolutionary outcomes. Without the knowledge expertise of teachers, the Zone of Proximal Development can be limited to meeting the needs all students not only in a social setting, but cultural.
Puntambekar, S. (2021). Distributed scaffolding: Scaffolding students in classroom environments. Educational Psychology Review, 34(1), 451–472. https://doi.org/10.1007/s10648-021-09636-3
Puntambekar (2021) follows the origins of how scaffolding is introduced into Vygotsky’s Zone of Proximal Development (ZPD) and shows a connection between ZPD and scaffolding. In the classroom teachers supports multiple students and that’s when scaffolding is being introduced. Scaffolding relates to ZPD which is the distance between student’s level of development and the potential he/she can learn with the help of an adult or peers ((Puntambekar, 2021). In the detailed explanation, scaffolding was introduced as tutor support. Support provided was obtaining the child’s interest, limiting the number of independent activities including modifications the task to meet the needs of the child and providing ideal solutions so the child can achieve the task independently (Puntambekar, 2021). The overall concept of scaffolding is learning different views between three major factors: individual, interpersonal, and cultural. To close the achievement gap, it depends on the resources provided by the teacher and community. Puntambekar (2021) mentions the difference between scaffolding and scaffold. Scaffolding is the support used to connect pieces together while scaffold is the overall objective, it is seen as the whole. Schools have provided teachers with trainings to help meet the needs of their students whether it’s whole group, small group, or individual learning. This supports further demonstrates how Vygotsky’s philosophy is being used with current learning standards. “Do not withhold good from those to whom it is due, when it is in your power to act” ( Proverbs 3:27 (NIV), n.d.). Providing support to those in need exemplifies the true meaning of scaffolding. When it’s time to provide support, we must act on it because you never know when we too will need it.
Synthesis of Articles on Lev Vygotsky
These three articles demonstrate Vygotsky’s belief that cognitive development is shaped by social and cultural factors. Children acquire cultural beliefs and problem-solving skills through collaborative work, influencing their cognitive development. Vygotsky became aware that all students learn in a social setting which is why social development can help students grasp knowledge more quickly emphasizing on the Zone of Proximal Development (ZPD). Lev Vygotsky created three layers within the ZPD; the layer where students can’t accomplish the tasks, the layer where the students need help in accomplish the tasks, and lastly the layer where students are comfortable with achieving the task independently. In classroom settings, teachers can include Vygotsky’s philosophy by scaffolding. Scaffolding is a natural element that never goes away. Teachers can support students by helping them accomplish task before they can complete it on their own. Collaborative Learning, students learn best with other students, offering collaborative activities so students can work together to solve problems.
Preliminary Thesis Statement: Lev Vygotsky
By examining the direction relationship between Lev Vygotsky’s educational theories and current learning standards help shed a light on the relevance of how his ideas are still being used in educational setting today.
Brown v. Broad of Education’s Impact on African American Students
Annotated Journal Articles on Brown v. Board of Education’s Impact on African American Students
Boozer, M. A., Krueger, A. B., Wolkon, S., Haltiwanger, J. C., & Loury, G. (1992). Race and School Quality Since Brown v. Board of Education. Brookings Papers on Economic Activity. Microeconomics, 1992, 269–338. https://doi.org/10.2307/2534765
Over the past hundreds of years, race and school quality in the United States has not been the same for black and white students. According to Brown et.al (1992) because of the classes, length of school terms and expenditures per student, school quality has been declining. In this article, there’s evidence on racial difference since Brown v Board of Education has been passed. Racial differences include a mixture of multiple things. For example, the school resources being distributed is one overlook discrepancy to schools being racially segregated. Since Brown v. Board of Education, there still was numerous of implication differences in school quality. With the lack of funding, white students were more likely to use computers in the classroom than minority students (Brown et al., 1992). In present times, there are still limited opportunities for African Americans. After reading the article, it was very informative regarding how after Brown v. Board of Education the quality of the public-school systems in the United States, schools were still dealing with racial segregation. Factors that contribute to unfair school quality particularly in urban areas was the overlooked in poor neighborhoods. Children in low-income households receive unfair treatment in schools and hinders their academic success. Psalm 139:14 says, “I praise you, for I am fearfully and wonderfully made” ( Psalm 139:14 (ESV), n.d.). This stands out because God has created everyone equally and wonderfully. We can judge someone and treat them unfairly because the color if their skin because we are all created by God.
Franklin, V. P. (2005). Introduction: Brown v. Board of Education: Fifty Years of Educational Change in the United States. The Journal of African American History, 90(1/2), 1–8. http://www.jstor.org/stable/20063972
Almost fifty years after Brown v. Board of Education, public schools and universities are still finding it hard to provide an equitable education for their students. There’s a difference in opportunities from K-12 school settings to higher education. In K-12 public schools, there are more re-segregation in these settings than in higher education because of the lack of affirmative programs. Since the Brown v. Education was passed on May 17, 1954, was the start to desegregate America’s public and make universities more accessible so everyone can have to same education (Franklin, 2005). According to Franklin (2005), re-segregation has been rising and because of that, white students attended schools that 85 percent while and black students attend schools that are 80 percent black. Because of the court ruling, it sparked multiple other ruling, in Fort Smallwood Park the United States ruled segregation in public parks was unconstitutional, and in 1955, the Municipal Park Board in Missouri, ended discrimination in public swimming pools (Franklin, 2005). Even though years has passed, enrollment of minority students has slightly decreased between the years in public settings. Overall, Brown v. Board of Education opened doors for everyone in America no matter the race. Society can’t go back to times in the past; we must continue to move forward especially during times like today. We must remember that even know the court case was passed, students of color continue to experience poor school quality and some form of segregation in schools today.
Harvey, W. B., Adia M. Harvey, & King, M. (2004). The Impact of the Brown v. Board of Education Decision on Postsecondary Participation of African Americans. The Journal of Negro Education, 73(3), 328–340. https://doi.org/10.2307/4129615
Harvey et. al (2004), explores the monumental impact of the Brown v. Board of Education on the participation of African Americans in postsecondary classroom setting. Years after the court ruling, there was a spike in numbers of African American students enrolling in colleges. Between 1995-2004 the rate for African Americans had double more than the rate of White students (Harvey et. al,2004). Also in the article, it sparked the enrollment Historically Black Colleges and Universities (HBCUs). Prior to Brown. Board of Education, there wasn’t many HBCUs, but since it weas ruled unconstitutional, it HBCUs enrolled has seen an increased. Because of the segregation in public school systems, when African Americans attended a postsecondary institute, many felt a sense of community and belonging. According to Harvey et. al (2004), not only did HBCUs seen an increase in enrollment, Predominately White Institutions (PWIs) has also seen an increase of enrollment in student in all races. Because of the impact of Brown v Board of Education, there has been major changes in higher education. With the popularity of HBCUs, African Americans can begin a feel sense of home without being marginalized. One of my favorite scriptures is John 13:35. “By this everyone will know that you are my disciples, if you love one another” (( John 13:35 (NIV), n.d.). As I was reading the article, I thought of John 13:35 because God wanted love and peace and this what society forgets, Love.
Synthesis of Articles on Brown v. Board of Education’s Impact on African American Students
Since the groundbreaking decision in the case of Brown v. Board of Education in 1954, there have been sweeping changes in the landscape of education for African American students not only in the United States but also globally. The ruling declared that racial segregation in public schools was unconstitutional under the Fourteenth Amendment to the United States Constitution. This pivotal decision not only marked a significant stride towards eradicating discrimination in education but also had a profound impact on the trajectory of African American higher education. With the endless amounts of backlash, it didn’t stop African American students from receiving the same education as their peers. It led to a notable surge in the enrollment of African American students in Historically Black Colleges and Universities (HBCUs), which played a crucial role in providing accessible and quality education for African American students during a time of widespread institutionalized discrimination. The impact of Brown v. Board of Education has opened doors for opportunities for everyone not only African Americans.
Preliminary Thesis Statement: Brown v. Board of Education’s Impact on African American Students
The Supreme Court case Brown v. Board of Education had an undeniable impact on African American students’ education, as it legally desegrated but ultimately failed to address systemic inequities that continues to hold their academic achievement.
References
John 13:35 (NIV). (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?search=John%2013%3A35&version=NIV
Proverbs 3:27 (ESV). (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?search=Proverbs+3%3A27&version=ESV
Proverbs 4:11 (ESV). (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?search=Proverbs+4%3A11&version=ESV
Psalm 139:14 (ESV). (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?search=Psalm+139%3A14&version=ESV
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