Journal Table Four
Name: Ruth Detlefsen DeLano
Important Societal Factors/Significant
Observations from Field Notes
Column 1 - NOTE: REFER TO THE EXTRA
ARTICLES YOU FOUND FOR EACH OF YOUR
RESEARCH REPORTS HERE
The three extra articles that I found for each of my
research reports were More than model minorities or
delinquents: A look at Hmong American high school
students by Stacey J. Lee, Teaching technology in low
socioeconomic areas: Technology education will help
break the cycle for low socioeconomic students by D.
Thomas, and Math-Gender stereotypes in elementary
school children by Dario Cvencek.
The first article didnt really pertain to my clinical site
or experience because there werent any Hmong
students at my site, so I didnt notice any societal
factors/significant observations that related at all to
this research report.
The second article was about using technology in
education to break the cycle of doing poorly in school
for students with low socioeconomic families. This
article related to my field experience. 32% of the
students at my field experience receive free and
reduced lunch and so are at or below the poverty line.
The school uses technology in the classroom so that
students dont have to rely on computers at home to
do their work. The school provides iPads, as well as
having Smart Boards in the classrooms and computers
in the library. Students take reading comprehension
quizzes online at school as well.
The third article was about stereotypes in elementary
school children when it comes to math, as well as
other subjects. The article stated that boys are
encouraged to like math and science more than girls
are, while girls are encouraged to like English and
writing/history more so than boys. I didnt observe
any of this in my clinical setting because I was not in a
classroom where I could make observations about
which students were encouraged to excel at different
Course Content
A)Whathaveyoulearnedaboutthespecificknowledgebase,
skillsets,experiences,activities,householdlaborhistories,
orsocialnetworksoftherespondentsyoustudiedinyour
clinicalsetting(i.e.,FundsofKnowledge)IdentifyingFunds
ofKnowledgeDrNicholasWysocki(Note:Citespecific,
concreteexamplesfromoneormoreofthecategorieslisted
intheabovedocumentdevelopedbyDr.NicholasWysocki.
WhatIhavelearnedaboutthespecificknowledgebaseofthe
respondentsthatIstudiedinmyclinicalsettingisthatalthough
atfirstglancethestudentsinmyclinicalsettingseemvery
similartoeachotherintheirknowledgebase,theyareactually
verydiverse.Somestudentshaveparentswhoworkwithcars,
sothosestudentshaveaninterestinautomotives.Some
studentsliveonfarms,sotheyhaveaninterestandknowledge
inanimals,tractors,andfarming.Therewereafewstudents
whohadparentsthatworkedatMayoofatWinonaHealth,so
theyhadknowledgeaboutsomemedicalthings.Onestudents
motherworkedattheWinonaAreaHumaneSociety,andsothis
studentandIhadaveryniceconversationaboutanimalsandthe
importanceofshelters.Sinceallofthesestudentshavedifferent
knowledgebases,itwaseasytoseehowdiversethereallyare
whenyoutakeacloserlookatthem.
WhatIhavelearnedaboutthespecificskillsetsofthe
respondentsthatIstudiedinmyclinicalsettingisthatagood
majorityofthemareveryathletic.Ithinkthatthisskillsetcan
beaccreditednotonlytoparents,butgreatlytotheschoolas
well.Theschool,thoughitisverysmall,offersallsortsof
sportsandrecreationalactivitiesforstudentstogetinvolvedin
andtohaveaninterestin.Becausetheyareabletoparticipatein
theseactivitiesmeansthattheirparentsorfamilymembersare
willingandabletobringthemtotheschooltoparticipateinthe
activities.InoticedwhenIwasdoingbyclinicalexperiencethat
someparentsandgrandparentswereabletocomebyandwatch
theirstudent(s)participateinvolleyballorhockeyorskiclub,
whichIthoughtwasreallygreatandshowedasupportforthe
schoolandthestudentsandwhattheyweredoing.
WhatIhavelearnedaboutthespecificexperiencesofthe
respondentsthatIstudiedinmyclinicalsettingisthattheyall
havestruggles.Onestudentissickveryoftenandmissesschool
quitefrequently.Infact,althoughIonlywentonFridays,Ionly
sawthisspecificstudentoncetheentiretimethatIwasdoing
myfieldexperience.Becauseofhisbeingillfrequently,the
studenthadagreatdealofhomeworkthathehadtocatchupon,
whichcausedhimtostressoutoverhisworkload.Hissituation
saddenedandstillsaddensme,andIthinkthathisteacher
shouldmakesomeadjustmentsorworkoneononewithhima
bitmoresothathecancatchupquickerandnotputallofthe
 Journal Table Four
Name: Ruth Detlefsen DeLano
subjects. responsibilityonthestudent(whoIbelievewasinsecond
grade)andhisparents.
WhatIhavelearnedaboutthespecificactivitiesofthe
respondentsthatIstudiedinmyclinicalsettingisthattheyare
veryinvolvedintheirschoolandcommunities,andthattheir
familiessupportandencouragethemtobeinextracurricular
activities.AsItalkedaboutbefore,manyofthestudentsare
involvedinsportsorotherextracurricularclubs.Another
activitythatsomeofthestudentsparticipateinisband.Idont
knowmuchaboutthebandprogramatmyclinicalsite,butthe
factthatithasabandprogramisgreat.
WhatIhavelearnedaboutthespecificworkexperiencesofthe
membersofmylearner(s)householdsthatIstudiedinmy
clinicalsettingisthatmanyofthestudentsparentsareeither
farmersortheyworkatahospital.Onespecificstudents
motherworksattheWinonaAreaHumaneSocietyandhis
fatherisamechanic.Studentsparentsworkexperiences,as
wellasthestudentsworkexperiencesofhelpingtheirparents
outiftheyliveonafarm,shapetheirlearninganddevelopment
becausethestudentsarethenmoreknowledgeableaboutthe
thingsthattheirparentsdoandhaveskillsetsthatareuniqueto
them.
WhatIhavelearnedaboutthesocialnetworksofpeoplethatmy
learner(s)inmyclinicalsettinghaveisthatmanyofthestudents
arefriendsandtheirparentsarefriends,andtheirparentsare
friendswithorhavecloserelationshipswiththeteachersatmy
clinicalsetting.Thisisimportantbecausethelinesof
communicationbetweentheteachersandparentsareopenand
clear,andthesupportgroupsbetweenfamiliesarestrong.Many
ofthestudentsspendweekendsateachothershouses,which
helpsthemtodeveloptheirsocialrelationships.Theylearnto
communicatewiththeirpeersaswellastocommunicatewith
adults.
B)HowcananyofyourHumanDevelopmentandLearning
theories/theorists(EDFD400/401)beusedtoexplainHOW
yourlearnerorsetoflearnersMAKESUSEOFthepossessed
knowledgebases,skillsets,experiences,activities,work
experiencesoffamilymembers,orsocialnetworksasassetsto
learningSeeillustratingfundsofknowledgepossiblesources
Thereareseveraltheories/theoriststhatwelearnedaboutin
HumanDevelopmentandLearningthatcanbeusedtoexplain
howmysetoflearnersmakesuseofthepossessedknowledge
bases,skillsets,experiences,activities,workexperiencesof
familymembers,andsocialnetworksasassetstolearning.
OneisPiaget,whowasadevelopmentalist.Hewasthefirstto
talkaboutthedevelopmentalstagesoflearning,andthought
aboutwhathappenstochildreniftheywereleftaloneto
developintheirownwaysratherthanifbeingtaughtandlead.
Hesaidthatchildrengothroughthesamestagesatthesame
age.ThestagesareSensoryMotor,Preoperations,Concrete
Operations,andFormalOperations.Healsotalkedaboutobject
 Journal Table Four
Name: Ruth Detlefsen DeLano
permanenceandcamupwiththeideaofschema.
AnotherisLeontev,whocameupwiththeideaof
appropriation.Appropriationsaysthatobjectsinaculturehave
asocialhistoryandfunctionsthatarenotdiscoveredthrougha
childsunaidedexplorations.Thismeansthatchildrenlearn
socialhistoryandfunctionsabouttheirculturethrough
socializationandobservation.Thelearntherulesoftheir
cultureorsocietybywatchingtheirparentsandfamiliesandby
speakingwithcommunitymembers.Theyalsolearnnew
knowledgebasesandskillsetsfrommembersoftheir
communitiesthroughsocialization.
ThelastonethatIamgoingtotalkaboutisthetheoryofthe
GrowthMindsetvs.theFixedMindset.Individualswitha
GrowthMindsetseeconflictasinterestingproblems.They
believethatyouareincontrolofyourabilitiesandthatskillsare
build.Youcanlearnandgrow,andareabletofocusonthe
processandimproving.Peoplewiththismindsetembraceand
preservechallenge,seeingitasanopportunity.Theyareableto
usetheirmistakestolearnandtheyappreciatefeedbackofany
kind.
IndividualswithaFixedMindsetavoidconflictandbelievethat
youarenotincontrolofyourabilities;theythinkthatyouare
bornwiththeskillsthatyouwillhavefortherestofyourlife.
Theydontbelievethatyoucanlearnandgrow,andtheyfocus
onperformanceoutcomesandlookingbad.Theseindividuals
seeeffortasnegativeandareunabletoseethevalueorpurpose
inputtingeffortintothings.Theyalsodonttakefeedbackwell.
FixedMindsetindividualsshyawayfromthekeyingredientsof
growth,witharefocus,challenge,mistakes,andfeedback.
Thetwomindsetsarespectrumsthatweallslipinandoutof,
butourhomesandfamilylivesdefinitelyaffectthemindset
whichwearemostin.Generally,studentsatmyclinicalsite
seemedtolivetheirliveswithintheGrowthMindsetforthe
mostpart,buttherewereaselectfewwhohungoutwithinthe
FixedMindsettoooften.Thesestudentshadlessenergy,were
lessintodoinghomework,andwouldbreakdownandgiveup
whenthingsgottoohardforthemortheynoticedthattheywere
gettingbehind.