How Contextual Factors Influence Learning in Two Rural Southern Title I Schools Carrie Brazell, Jahnina Lovette Smith-Azango, Darius Ross, and Kayla Sigwald Faculty mentor: Judith Collazo University of South Carolina Aiken
Through school-based research of community/district, school, classroom and student contextual factors, four student researchers determined that contextual factors influence instruction and learning in two Title I (low socioeconomic status) elementary schools in the Southeastern United States. A variety of factors impact students’ achievement depending on the learning culture established within the school and community. Each student presenter will focus on one aspect of contextual factors and how schools have positively impacted students’ opportunities to thrive in seemingly deficit environments. The following factors will be discussed: parental/community involvement in two rural SC Title I schools (high poverty) that have found means to continuously thrive with limited resources, cultural competence and culturally responsive instruction for ESL students (creating a diverse learning environment for immigrant students), differentiating and accommodating instruction for students with exceptionalities (GT and identified SPED students), and capitalizing on the potentiality of students from low income backgrounds.
This is a group of four elementary education majors in the professional program at USC-Aiken School of Education. The students all plan to teach in high poverty (Title I) schools upon completion of their degree program and licensure and their contextual factors research will serve them well in those future contexts.
