...__verbatim ___ summaries of conversations ___provided by a parent • Q & A are listed by universal aspects of culture (i.e. categories) • Nearly all questions were asked/ responses are provided for all questions • Responses provide sufficient data for the other parts of the ethnography • A rich narrative is provided within the answers; thoughtfulness is clearly exhibited • Personal Interview/ Parent Interview/ Grandparent Interview Completed |Rating |Exceeds Standards |Meets Standards |Approaches |Insufficient Evidence; D or | | |A+, A |A-, B+, B |B-, C+, C, C- |below | |Content |1. Asked and answered |1. Asked and answered |1. Asked and answered |1. Asked and answered | | |questions reveal tremendous |questions reveal family |questions reveal family |questions are lacking in many | | |depth and provide a rich |narrative |details |respects...
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...February 16th, 2016 ENC1101 Essay #1- Literacy Narrative "Education is the key" that’s all I heard for about thirteen years of my life. Being raised in a family where it was believed that an education came before anything was very difficult understand as a child. "I can't, should NEVER be in your vocabulary" was said religiously until finally I understood and even after that. I am grateful that all of this led me to a seat in a college classroom where some of my family and friends never encountered. It all began in elementary school, Henry E.S. Reeves. "Does your child know how to read and write?" That’s one of the questions the teachers asked my mom before we entered the class. I wasn’t one of the best, but I do believe that I was better than many others my age. Pre-K was the only schooling that I knew about, so elementary school was new to me. In Pre-K they taught us all the basics. I would agree that some of the best teachers worked there. They taught us so well there that by the time of graduation we were smart enough to write something's that our parent didn’t expect us to write. During kindergarten I tried my best to impress all the teachers and to get them to recommend me for gifted classes. After being there for about three years I was transferred to another school where we didn’t do as much we did reading and math. That really did affect me. A few years later I entered middle school. Middle school and high school were similar. This section of my life was very different...
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...The Evaluation of Third Grade Writing Development at Sugar Grove Elementary School I. Introduction and Philosophy Sugar Grove Elementary School has a current enrollment of 766 students, with 76 of those qualifying for free or reduced lunch. Currently, 6% of the student population has been identified as eligible for special education services (K-6), and 19% receive Title One reading assistance (K-3). There are 529 Sugar Grove families living in single-family homes, 27 of which live in mobile homes. Of the 766 students, 48 of them live outside of the Sugar Grove district having been given the option of attending Sugar Grove, if parents provide transportation. This school community believes that learning is a lifetime quest for academic excellence, personal achievement, and responsibility to the community and the world. They value the unique learning style of every child and the unique path each will pursue to become successful learners and responsible citizens. The staff and parents work to build a safe and caring environment for all members of our school community to engage in meaningful learning. To create the feeling of smaller communities within a large school, six teams have been organized, three teams of five to six classrooms at the 1st – 3rd grade levels and three teams at the 4th – 6th grade levels. All teams are in close physical proximity to each other. This structure offers several advantages. It allows common planning time for teachers...
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...Grading Systems - SCHOOL, HIGHER EDUCATION Tweet students grades teachers learning ------------------------------------------------- Top of Form Search All U.S. Universities Bottom of Form ------------------------------------------------- Top of Form Bottom of Form SCHOOL Thomas R. Guskey HIGHER EDUCATION Howard R. Pollio SCHOOL Few issues have created more controversy among educators than those associated with grading and reporting student learning. Despite the many debates and multitudes of studies, however, prescriptions for best practice remain elusive. Although teachers generally try to develop grading policies that are honest and fair, strong evidence shows that their practices vary widely, even among those who teach at the same grade level within the same school. In essence, grading is an exercise in professional judgment on the part of teachers. It involves the collection and evaluation of evidence on students' achievement or performance over a specified period of time, such as nine weeks, an academic semester, or entire school year. Through this process, various types of descriptive information and measures of students' performance are converted into grades or marks that summarize students' accomplishments. Although some educators distinguish between grades and marks, most consider these terms synonymous. Both imply a set of symbols, words, or numbers that are used to designate different levels of achievement or performance. They might be letter grades such as A...
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... Rivera, Christelle P Sta. Cruz, Leowyn S Sandrino, Jayning O Villaflores, Dar B Turiano, Mary Anne I. Avila, Ro-Ann Joy D. Samonte, Melissa Anne . In partial fulfillment of the requirements in National Service Training Program - (Civic Welfare Training Service), this narrative report is prepared and presented by the students from Bachelor of Science in Accountancy (BSA) 1-B composed of the following: Received under the Business Education Department as one of the requirements in National Service Training Program - (Civic Welfare Training Service). Mrs. Jeannie V. Merin Instructor College of Commerce TABLE OF CONTENTS I. INTRODUCTION……………………………………………………………………………………………..……………4-5 II. TRAINING COURSE/ PROGRAM A. PROGRAM DESCRIPTION 1. NSTP Suggested Curriculum Program for CWTS………………………………………6 2. Basic Guidelines for the Formulation of the NSTP Curriculum…….………..6-7 3. Implementing Rules & Regulations of NSTP……………………………………….7-11 B. PROGRAM OBJECTIVES 1. General Objectives……………………………………………………………….………….11-12 2. Specific Objectives…………………………………………………………………………………12 C. PROGRAM ACTIVITIES (Narrative Reports) 1. Tree planting at USANT Tree Park…………………………………………………….12-13 2. Community Extension Service at Sta. Teresita, Iriga City………………….13-14 D. APPENIDX 1....
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...INTRODUCTION Purpose/Justification Problems related to reading comprehension have been besetting both private and public educational institutions all over the country. In the Philippine setting evidences revealed that 2009, 2010 and 2011 NAT results exemplified that the second year students struggled much on reading comprehension as shown by the three mean percentage scores in English subject. In particular, the mean percentage scores of Macario B. Asistio Sr. High School—Unit I for the school years 2008-2009; 2009-2010 and 2010-2011 are 43.11, 36.57 and 36.60 respectively (Department of Educational Testing and Research Center, 2009; 2010; 2011). Likewise, comprehension related studies conducted locally have verified and supported that the students showed difficulty in reading comprehension (Columna, 2013; Ayles, 2009 and Dela Cruz, 2004). In a study conducted by Columna (2013), results revealed that the students were struggling to comprehended texts in their L2 with majority of them fall under instructional level and a significant of them fall under frustration level. In the same manner, Dela Cruz (2004) found that the students in the secondary level have difficulties in reading materials in the content areas especially in Mathematics and Science. The researcher posits that these comprehension problems have rooted from the questioning pedagogical strategy employed by the teachers. Chin (2002) found that questions, particularly those asked in response to wonderment, stimulate...
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...you to portions of the course text, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Creswell, 2008). Each table includes chapter numbers and page numbers to guide you to the most relevant sections of the text book. Reference Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4rd ed.). Upper Saddle River, NJ: Prentice Hall. Descriptions of Basic Research Designs Develop an original and concise description of each research design. The appropriate sections of the Creswell text are listed to guide you; however, the end product should be your own paraphrase. Each description should be about one to three sentences in length. The first part of the chart has been completed for you as an example of how to proceed. You can leave it in the first cell and consider it to be part of your assignment. |Research Design |Creswell Text |Description | |Families |Reference | | |Experimental Designs |Pages 20-22 and |An experimental research design uses quantitative procedures...
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...in poverty, I lost my father to H.I.V. and my mother and I overcame various obstacles throughout my life, including living with domestic violence, sexual abuse, unstable housing and other trials that made it difficult to look forward to a positive future. As a child, I was never sure where to turn to for inspiration and I struggled to meet expectations in school. Subsequently, I was diagnosed with a learning disability in reading and writing, and it became increasingly hard for me to believe in myself, without many personal successes to draw from. But even in the arid desert some flowers still survive, and through the encouragement of my grandparents and reading teacher, I pressed on, and by late elementary school I was able to overcome these challenges begin feeling my first life successes through school. I felt a great sense of accomplishment and pride through my achievements in school, and it seemed to be the only variable in my life that I could control. So I thrust my energies into achieving in education and ended up becoming the first on one side of my family to graduate from high school, (graduating early in just three years), and one of the first on both...
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...qualitative research article written by Karen Dorgan (2004) entitled: A Year in the Life of an Elementary School: One School’s Experiences in Meeting New Mathematics Standards. Throughout the course of the 1999-2000 school year, Dorgan observed and interviewed teachers who were members of the faculty of an economically and racially diverse elementary school in Virginia. The purpose behind the case study was to examine how the changes in the state Standards of Learning would effect pedagogical decision making, teaching and learning, and methods of instruction and evaluation. My evaluation/critique of this article is an holistic interpretation of the study as an example of a qualitative research project and is based on my understandings of this type of study from my involvement in Education 6100: Research and Design Methods from Memorial University of Newfoundland. My concern is to develop a systematic and analytical discussion based around the degree to which this case study exemplifies the characteristics of qualitative research. Qualitative Research Article Critique In her article A Year in the Life of an Elementary School: One School’s Experiences in Meeting New Mathematics Standards, Karen Dorgan (2004) outlines a non-participatory case study undertaken during the course of the 1999—2000 school year. This study focused on the faculty of an elementary school in the state of Virginia (USA) and its efforts in coping with changes in the educational standards...
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...different understandings of learning theories and different beliefs and opinions about how people process information and learn new material. Their beliefs may derive from personal knowledge, self-reflection, performance of others, research, and from trying to educate or convince others to adopt their way of thinking (Wang, 2012). According to Shuell (2013) the various theories are pertinent to different kinds of learning and may be similar. Nonetheless, they provide different viewpoints on the difficult aspects of learning and go hand in hand in their capacity to clarify different kinds of learning conditions. Consequently, completely different theories are pertinent to the classroom by speaking to several elements of classroom learning. Theories of learning are attempts to describe how people learn. Various theories center on different traditions and are suitable for clarifying certain educational conditions but not others. Theories of learning may be able to advise instruction and suggest different educational resources to include new forms of technology. At the end of the day, the instructional activities in which the student undertakes will determine what the student learns in the classroom. Classroom learning entails many dynamics, such as the amount of participation, the social aspect of the school and community as well as the emotional state of the student, in addition to the intellectual factors of the student. These factors should be taken into consideration when...
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...Addressing the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed...
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...Students who do not learn to read at or close to grade level by the end of elementary school enter the secondary grades unable to meet the demands of their content area classes. The students within these walls came to me with their own uniqueness and various degrees of capabilities. Students were selected based upon their need for improved reading comprehension. After interviewing the classroom teachers (there were 4 different ones) and observing students in their classroom setting the research students were selected. I met with each student individually to get an estimate of what their reading levels might be. The four components of CSR (preview, click and clunk, get the gist, and wrap-up) can be used to stimulate student’s motivation to read, help with decoding print, and comprehend and respond to text. Researchers believe it has improved their students’ reading comprehension, increased their vocabularies, and enhanced cooperative skills, Student’s process over the long term will be evaluated based upon their ability to begin to show automaticity in utilizing the strategies learned as part of CSR. The acquisition of content comprehension can be evaluated by observing students as they interact and use dialog in their cooperative groups. Educating Exceptional Children: Using Collaborative Strategic Reading Statement of the Problem Research states that there is approximately 20% of elementary school students are at risk for reading failure. 5-10% of those students have...
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...“It looks like a cockroach covered in ink ran across your page,” my mother often teased in Bengali. The number of times I have been patronized for my horrific handwriting is unfathomable. Teachers saw grading my essays as more of a punishment than their obligation. “It’s not my fault!” I exclaimed. “My parents made me switch from my left hand to my right hand when I was in the first grade!” However, no matter how often I constantly explained to my elementary school teachers, they did not care. Psychologically, they destroyed my self esteem in writing from an early age. How can I or anyone write under the impression no one is going to read it? The sad truth is, the quality of my handwriting affected my grades on personal narratives and essays. The worse the quality of my handwriting, the lower my grade would be....
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...Culturally Responsive Teaching: Bridging the Gap Michael Warren University of Texas at El Paso Culturally Responsive Teaching: Bridging the Gap The changing demographics in classrooms are not often reflected in the pedagogies, curriculum and strategies used in represented grade levels and content areas by the education professionals that drive our education system. Recent research has considered the idea that culturally responsive or culturally pedagogical teaching may be the answer to closing the achievement gap created by the absence of cultural awareness. The concept of cultural awareness may be simply defined as an understanding and awareness of the diversity in the classroom (Villegas & Lucas, 2002); however, such a simplistic definition does not recognize the many dimensions involved in the pedagogy of culturally responsive teaching, which for students includes seeing germane links between subject matter and lessons and their experiences outside the context of the classroom and how those links influence what and how they learn. The purpose of this literature review is to examine the many facets that make up the term Culturally Responsive Teaching (CRT) and the impact and implications implementing such a broad concept may have on the education system. While the literature discusses several topics connected to CRT, I will confine this review to the following: (1) CRT Background/Definition (2) The methods of study, the participants involved and the significance...
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...Significant Lifespan Factors Impacting Personal Coping Skills Catherine Manning Liberty University Abstract Human beings develop throughout their lifespan, as they make good choices to meet their physical, spiritual and emotional needs. While development is not sequential, it is progressive as the story of life molds and shapes the beliefs and choices of the future. When humans are compared and evaluated, what is it that influences one person to make good choices and another to make bad choices? The ability to adapt and handle times of crisis is a good indicator of a healthy, well-balanced life. It is an indicator that affects almost everyone. It takes skills that mature and develop over time. Are there life experiences that contribute to the positive handling of the stressors of a crisis? Personal experience and pertinent research points to three themes offering positive influence upon crisis adapting skills. First, a religious and spiritual foundation provides the context through which the crisis can be understood, analyzed and managed. Second, a positive, stable family situation allows for the development of the positive self-esteem necessary through which the impact of the crisis upon the individual can be managed. Finally, the satisfaction found in a career or a job can determine perspective and motivation in dealing with problems outside the workplace. Significant Lifespan Factors Impacting Personal Coping Skills Lifespan developmental psychology...
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