東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

My urban community.

Miller, Christine.

FindBook

Google Book

Amazon

博客來

My urban community.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	My urban community./
作者:	Miller, Christine.
面頁冊數:	89 p.
附註:	Source: Masters Abstracts International, Volume: 45-04, page: 1728.
Contained By:	Masters Abstracts International45-04.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1441441

My urban community.
Miller, Christine.

My urban community. - 89 p.

Source: Masters Abstracts International, Volume: 45-04, page: 1728.

Thesis (M.A.)--Hofstra University, 2006.

A social studies unit focusing on urban communities was implemented in an urban school district, located approximately twenty-five miles from a major city. The second grade classroom in which the unit was taught is composed of twenty students, eleven male and eight female. It is also taught by two teachers, a general education teacher and a special education teacher. This environment is called collaborative team teaching (inclusion). There are twelve students who are classified and eight who are not. Six students are pulled for speech and language therapy, seven students receive push-in ELL (English Language Learners) services, three students receive counseling on a weekly basis, six students meet with the reading teachers daily, and two students are pulled for occupational therapy. The community that surrounds the school was once populated by Germans, Italians, and Irish. Now the community houses many Hispanic people.Subjects--Topical Terms:

599244
Education, History of.

My urban community.
LDR:03620nmm 2200337 4500 001 1835051
005 20071129070403.5
008 130610s2006 eng d
035 $a (UMI)AAI1441441
035 $a AAI1441441
040 $a UMI $c UMI
100 1 $a Miller, Christine. $3 1923684
245 1 0 $a My urban community.
300 $a 89 p.
500 $a Source: Masters Abstracts International, Volume: 45-04, page: 1728.
500 $a Adviser: Janice Koch.
502 $a Thesis (M.A.)--Hofstra University, 2006.
520 $a A social studies unit focusing on urban communities was implemented in an urban school district, located approximately twenty-five miles from a major city. The second grade classroom in which the unit was taught is composed of twenty students, eleven male and eight female. It is also taught by two teachers, a general education teacher and a special education teacher. This environment is called collaborative team teaching (inclusion). There are twelve students who are classified and eight who are not. Six students are pulled for speech and language therapy, seven students receive push-in ELL (English Language Learners) services, three students receive counseling on a weekly basis, six students meet with the reading teachers daily, and two students are pulled for occupational therapy. The community that surrounds the school was once populated by Germans, Italians, and Irish. Now the community houses many Hispanic people.
520 $a This unit lasted approximately six weeks and focused on several content learning goals as well as a few attitude goals. The content taught throughout the unit expected students to understand and explain: the characteristics of an urban community, how and why an urban community developed, and the population of an urban community compared to that of a rural community. Also, improving students' attitudes towards cooperative group work was the foundation of this unit. Each lesson called for the students to participate in some sort of cooperative group activity, which guided them to the final cooperative group activity, the design portfolio and project.
520 $a Students were assessed using a variety of methods, such as: student journals, teacher journal, pre- and post-assessments, daily question packet, and design portfolio and project. After analyzing all of my data, I noticed a significant increase in the number of correct answers and on the post-assessment. Not only were the answers correct, but they were detailed as well.
520 $a This was a student-centered unit, which gave students enough background information, hands-on experience, and connections to their lives, that their design projects were of the utmost caliber. Students gained the confidence to participate in a small group and give their ideas and opinions. The special education students all had equal skills in this environment, maybe a little more than some of the non-classified students. Students were able to work around their differences and arguments and build their communities past and present.
520 $a I take this experience with me as I complete my first year of teaching and plan to create more design technology based units. This unit and action research allowed me to see the positive effect this type of teaching has on special education students.
590 $a School code: 0086.
650 4 $a Education, History of. $3 599244
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Technology. $3 1017498
690 $a 0520
690 $a 0524
690 $a 0534
690 $a 0710
710 2 0 $a Hofstra University. $3 682125
773 0 $t Masters Abstracts International $g 45-04.
790 1 0 $a Koch, Janice, $e advisor
790 $a 0086
791 $a M.A.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1441441