An Interview with a Sixth Grade Student Essay

I chose to interview seventh grade life science students on the topic of cell division. Because I teach at a magnet junior high/ high school within Toledo Public students, the students I teach in the seventh grade are coming from a variety of different elementary schools both in and out of the district. This results in a wide variety of prior content knowledge in science. Based on the Ohio New Learning Standards for Science, in the sixth grade, students are introduced to the idea of mitosis and

This experiment will present a cross-sectional and 4-year longitudinal study, consisting of repeated written questionnaires and interviews every grade year of each participant and also, an accumulation of math, reading and writing scores will be collected by their teachers. A mixed two-way factorial design will be used. We will have the two factors of SES (2 levels: high SES, low SES; between subjects) and level of parental involvement (3 levels: none, average, high; between subjects). Participants

Running Head: INTERVIEW AND STANDARDS INVESTIGATION Interview and Standards Investigation Sarah Woods Grand Canyon University EED 465 Curriculum, Methods, and Assessment: Social Studies Leah Barley December 8, 2011 Interview and Standards Investigation Social studies is a complicated subject for teachers to teach and for students to learn because it encompasses so many different disciplines. On top of that, society is characterized by increasingly rapid social and technological changes

The parent interview process for this study began at the completion of the administrative and teacher interviews. Thirty-five parents of students in grades 6-12 were purposively selected based on their marginal parent involvement level in the district. The parent interviews were conducted in the board meeting room on dates and times that were convenient for the parent participants. The board meeting room was selected to conduct the parent interviews due to limited accessibility, comfort of the room

of 566 Pre-K through fourth-grade students. The breakdown of the population is as follows: 63.2% Economically Disadvantaged; 15% Disabilities; 71% Caucasian; 17.5% Black, 8.6% Hispanic; and 2.2% Asian. The school’s leadership team consists of one principal and one part-time assistant principal. There are twenty-six regular, classroom teachers and nine additional special area teachers serving Fairfax’s diverse, Title I population of Pre-K through fourth grade students. Mountain Ridge Elementary (School

uses a humanistic holistic approach to educate its students by building intelligence, social and emotional skill, and spiritual growth. St. Anne’s uses Reggio Emilia, Project, and Experiential Learning curriculum to educate its students. According to St. Anne’s these approaches work together to develop an inquiry-centered learning environment that promotes critical thinking, new perspectives and creativity. St. Anne’s belief is that their students grow by investigating, challenging, discovering and

and a home health aide. Mrs. Bravo mother has a third-grade education level. Mrs. Bravo attended school in Guatemala from Kindergarten to 5th grade. In Guatemala students attend elementary school from 1st to 6th grade. Then you attend three more years of middle school. After completing middle school students have different schooling options such as attending technical school to learn a trade, and or attending high school, and later students can attend university to pursue a profession. Mrs. Bravo

The textbook that teachers in grades sixth, seventh, eighth and ninth grade at Wanye-Finger Lakes BOCES are utilizing Expert 21: Reading, Writing and Thinking for the Twenty-first Century (2010) textbook for their Middle School English Language Arts Curriculum. This textbook was published by Scholastic and is utilized as the curriculum that teachers are required to teach and modify as needed. The textbook is divided into eight workshops that present students with real-world themes. There are a total

She explained that many of the projects the students create are based off of themes they are studying in class, for example third grade is looking at geometric design and creating art in the style of African tribes. Mrs. Fitzgerald explained the art curriculum is a process and each year more technical skills are added. Mrs. Fitzgerald assesses the strengths and weaknesses of the fine arts department by allowing the students to set goals at the beginning of the school year and reviewing them throughout

years at the one-room school but she passed out of sixth grade. You see Donna Bell was quite the student and skipped the third and fifth grades. In a one-room school, you get instructions for your grade level, but over heard the instructions for all of the other grade levels as well. In 1927 at the age of nine almost ten, she started seventh grade at Bellefontaine High and completed her six years of classes on time and as one of the top students of her class. In the spring of 1933 and the middle