Abstract
This paper examines the concept of multi-age classes to overcome the idea that grade-defined instruction may not adequately meet the needs of heterogeneous groups of children due to differing levels of ability. It looks at the advantages of these classes and analyzes, through a literature review, how this type of classroom measures up in comparison to the traditional, grade-defined classroom and whether it benefits or hinders the learning experiences of students.

From the Paper
"Multi-age classrooms often involve activities that promote cooperative learning, in which groups of students of various ages are formed and work on projects together. For instance, a teacher covering a unit on forests may have mixed-age student groups, say ages 6 to 8, work on class presentations, in which 6 year olds make posters of pictures of plants and animals found in the forest, 7 year olds write stories about things that happen in the forest, and 8 year olds discuss how plants on the forest floor grow due to photosynthesis. These groups of multi-age students would then be encouraged to organize class presentations containing the work of students of all ages. This type of learning situation would allow children to grow academically and socially through learning interactions with others of various ages."

Tags:students, grade, teacher, tests, parents, children

Abstract
This paper examines the research on the effectiveness of teaching in mixed-grade classrooms as compared to single-grade classrooms, with a particular emphasis on academic achievement and an even more specific math performance. The paper investigates the historical and cultural forces that shaped the one-age/one-grade classroom as a way of identifying the underlying pedagogical assumptions about the primacy of single-age teaching in he 21st century.

From the Paper
"We are now so accustomed to the idea that students should be segregated from each other along narrow age bands that must of us do not question the efficacy and the rightness of doing so. But, of course, the idea that children should be placed into grades defined by age and separated from their peers is a recent trend in education as we well know. The practice is based as much in historical and social beliefs and circumstances as it is in sound pedagogy, and recently some schools have begun to ask whether single-grade classrooms are in fact the most effective atmosphere in which to teach elementary-age students. This paper examines the research on the effectiveness of teaching in mixed-grade classrooms to that of teaching in single-grade classrooms with a particular emphasis on academic achievement and an even more specific focus on how well students in both kinds of classrooms perform in math. Before looking at how these two types of classroom environments serve their students in the 21st century, it will be useful to examine the historical and cultural forces that shaped the one-age/one-grade classroom to begin with as a way of identifying the underlying pedagogical assumptions about the primacy of single-age teaching."

Tags:mixed, grade, single, education, classroom, student, grade, school, elementary, teach, pedagogica

Abstract
The basic definition of a multi-grade classroom refers to a student-centered classroom in which students learn across two or more grades and are generally instructed by the same teacher for two or more years. This paper explores the educational viability of multi-grade teaching and whether the process is effective at instructing students. It compares and contrasts the educational performance of students who have been instructed via the method, with those in traditional educational classes, in standardized testing, social development, reading and writing. The paper also explores the impacts that the process may have on younger students versus older students. It is the contention of this paper that multi-grade education is an equally effective means of teaching America's youth, with similar results, lesser financial burden, and more opportunity for improvement as the process is learned and perfected by teachers.

Paper Outline:
Introduction
Multi-grade Teaching Analyzed
Strengths and Weaknesses
Effective Teaching Strategies in Multi-aged Settings
Teacher's Role in Multi-grade Education
Do Multi-grade Classes Work Better?
Quantitative Studies
Implementing The Correct Plan
Conclusions
Bibliography

From the Paper
"Another factor that has proven beneficial to the classroom is the diversity and knowledge that multiage classrooms can bring. Not unlike in grade-based classrooms, each student in a multiaged classroom is at a distinct level in their educational development and progression. However, that fact is not a hindrance, but the primary benefit of a multiaged classroom in which the students are ideally taught under a curriculum that fosters and utilizes these differences to help students at both ends of the spectrum. The process not only helps the children recognize that everyone is at a different level, but it also helps students accept this fact and helps to ease the competitive nature of classrooms where students are all expected to adhere to the same academic performance standards."

Tags:multilevel, lecture, inquiry, learning, MUSE

Abstract
Based on a substantial amount of empirical research conducted on second language acquisition, it has been theorized that learners are best able to achieve the critical skill of learning a second language at some point fairly early in their maturational development. This claim is known as the "critical period hypothesis," which postulates that there is some maturational period for language learning that maximizes one's degree of proficiency in the language beyond that of other maturational periods. This study examines whether the critical period during which children are best able to learn English as a second language is before six years or age. To this end, the study compares the English proficiency levels of two groups of eighth grade ESL learners, a group that had begun to learn English before they were six years of age and a group that had begun to learn English after six years of age. Because the nature of language required in school is complex, a fairly complex assessment was made of English proficiency, namely English proficiency was assessed using the Quick-Start in English Written Language Assessment (QSE). The study shows that there are higher proficiency levels for those children who learned English before six than for those children who learned it after six years of age.

Table of Contents:
The Problem
Background
Problem Statement
Significance
Limitations
Null Hypothesis
Review of the Literature
Introduction
Critical Period Hypothesis and the Best Age of Second
Language Learning: The Pertinent Research
Conclusions
Subjects, Materials and Methods
The Setting
Subjects
Materials
Methods
Methods Used To Obtain Permission To Conduct Research
Data Gathering Methods
The Findings
Conclusions and Recommendations
References
Appendix A
Letter Mailed From Researcher to Supervisor
Appendix B
Letter From Supervisor
Appendix C
Letter Sent to Mark's Middle School Principal
Appendix D
Letter received from Mark's Middle School Principal

From the Paper
"While many claims have been made as to what precise age/age group constitutes the critical period, some recent research conducted in Germany, Doll (1996) stated that this critical period takes place during kindergarten or first grade. In other words, the period occurs sometime before the child is six years of age. What is interesting about Doll's findings is that they are in conflict with the majority of the earlier research in the area; this research tending to show that the critical period for effectively learning a second language is between the ages of eight and ten years (Bialystok, 1997)."

Tags:cognitive, development, vocabulary

Abstract
This paper examines career development in women, which is described as a process that can begin as early as grade school and that becomes a formal process in high school and into college. According to the paper, this process involves an analysis of capabilities and preferences and matching these to a career path. The paper further discusses how the process continues into the individual's work life, with companies making decisions about employees, suggesting career moves, and providing added training and instruction as needed to help employees in the development of a career.

From the Paper
"Career development is a process that can begin as early as grade school and that becomes a formal process in high school and into college. The process involves an analysis of capabilities and preferences and matching these to a career path that may then help the young person decide on courses of study and other actions geared to achieving the goals set. The process continues into the individual's work life, with companies making decisions about employees, suggesting career moves, and providing added training and instruction as needed to help employees in the development of a career. The challenges are often greater for women in career development because they may be acting as pioneers in areas previously closed to..."

Tags:women, career, development

Abstract
The paper discusses 'Wisconsin vs. Yoder', the Supreme Court case that decided that Amish families do not have to send their children to school past the level of eighth grade, unlike other American children. The writer discusses the Supreme Court's arguments regarding the case, political theorists views on the issue, and the writer's own opinion of the issue.

From the Paper
"The court also stated that there was not enough of a difference between the age of the children who are dropping out of school in the Amish community and the required age needed to drop out independently of public/private schools. They also said that the Amish were an exception to the compulsory law, and that most other children would be forced to abide by the law. Because there is a long documented history of the Amish church, its disapproval of higher education, since the Amish have been a private religious sect for over three decades, and since they have an extensive history of being a self-sufficient and successful population in American society, their religious beliefs can be taken seriously and importantly in modern society."

Tags:Swiss, Anabaptists, material, success, community, welfare, impermissible, exposure

Abstract
In this article, the writer's thesis is that when parents and teachers have open lines of communication students excel. The writer focuses on personal experiences related to parent/teacher communication in a preschool setting. The discussion suggests that parent-teacher communication is a major part of ensuring that students are able to excel academically. The discussion also found that it is important to establish the lines of communication in the beginning of the school year. Several different modes of communication are discussed, including parent-teacher conferences, reports, internet technology and parent-teacher contracts. The writer concludes that the personal experiences confirm that teacher-parent communication is essential and should be taken seriously for the benefit of the next generation.


Outline:
Abstract
Introduction
Parent-Teacher Conferences
Reports
Email and Other Technologies
Parent-Teacher Agreement and Parent-Teacher Contracts
Parent Teacher Contracts
Discussion
Conclusion

From the Paper
"As a preschool teacher I understand full well the importance of parental involvement and as such I make a concerted effort to establish communication with parents at the beginning of each school year. This is done through contact forms that are sent home with students on the first day of class. Parents are asked to complete the forms and send them back within the first week of school. These forms request information such as telephone numbers, and email addresses. This type of contact allows me to contact parents to discuss the progress of their children and any concerns that I may have for the student.
"Once contact information is received, I contact parents via phone. This usually occurs during the second week of school. Initial phone conversations with parents usually entail me making sure that they know that the education of their child will be a collaborative effort. I also try to emphasize the idea that I am always available to speak with them concerning their children. I also review some of the skills that their children will learn throughout the course of the year."

Tags:students, CORE, grades, development

Abstract
The paper outlines the lesson plan: SUBJECT AND DURATION: The Arts/Dance, 1 hour. TITLE: Animal Dance. DATE OF LESSON: Client will need to complete. GRADE LEVEL: 1st grade. AGE OF STUDENTS: 6-7 years old. STANDARD: New York State Standard 1: Students will actively engage in the process that constitutes creation and performance in the arts (dance).

From the Paper
"SUBJECT AND DURATION: The Arts/Dance, 1 hour TITLE: Animal Dance DATE OF LESSON: Client will need to complete. GRADE LEVEL: 1st grade. AGE OF STUDENTS: 6-7 years old. STANDARD: New York State Standard 1: Students will actively engage in the process that constitutes creation and performance in the arts (dance). OBJECTIVES:..."

Tags:lesson, plans, edu

Abstract
The paper develops an age and developmentally appropriate lesson plan for a third grade class to promote the use of safety helmets when riding bicycles. The paper describes how the lesson will encourage class participation and will use the inherent developmental characteristics of eight year-olds to belong to a group to provide positive peer pressure. The paper explains that the lesson is also designed to provide reasons why the wearing of helmets is necessary for personal safety and to prevent injury.

From the Paper
"There are 85 million bicycle riders in the United States, and 540,000 of them visited them emergency room, of those 67,000 had head injuries, 27,000 required hospitalization, and 45 to 85 percent of the brain injuries could have been prevented by a helmet. (Bicycle Helmet Safety Institute) About half of the bicycle deaths were children under 15. The use of helmets vary greatly in different sectors of society by orders of magnitude, white collar communities helmet use in children is approximately 80%, where inner-city children the use is closer to 10%. (Bicycle Helmet Safety Institute) The targeted community of Lacey, Washington would be classified as a white collar community with a white population of approximately 75% and a medium income of $43,848 (year 2000)."

Tags:class, participation, interaction, peer, pressure, injury, prevention

Abstract
This paper explains that the intention of this study was to determine how early in their lives children, especially girls, are influenced by the media concerning their body image;and if that influence has any profound or pronounced effect, if the exposure begins during the pre-pubescent period. The author used (1) a self-assessment questionnaire of girls and boys, ages 9 and 10, from two different schools administered by the classroom teacher during regular class sections coupled with (2) the teacher's assessment of the child's self-esteem. This paper concludes that, more significantly with girls than with boys, weight and body image are inextricably linked as early as age nine with children already incorporated concerns of attractiveness as powerful indicators of how these children evaluate their own self-esteem. Tables.

Table of Contents
Introduction
Media influence
Other Influences on Body Image and Self-Esteem in Girls
Taking Objectification a Step Further
The Effect of Body Image in Adolescence
Factors Suggesting the Need for Child-Centred Body-Image/Self-Esteem Studies
Rationale
Hypotheses
Methods
Social Comparisons to Models and Peers
Body Image Satisfaction
Body Mass Index
Results
Relationships between Body Dissatisfaction and Reported Social Comparison
Correlations Between Body Dissatisfaction and Social Comparisons to Models and Peers by Gender
Multiple Regressions of Body Dissatisfaction on BMI, Grade, and
Attractiveness Attributes by Gender
Means and Standard Deviations for Social Comparison to Models and Same-Sex Peers by Gender
Teacher Assessments of Self-Esteem
Discussion
Conclusion

From the Paper
"Because of the ages of the children in the study, it was decided that the best way to assess self-esteem would be to interview the teachers of the children concerning which children suffered from low self-esteem, and then correlate their answers with those of the children. An almost 100 percent correlation was found among girls between higher weights and low self-esteem. For boys, the correlation between body shape was stronger than the correlation with weight per se. It is easy to conclude, therefore, that "Whether or not they are too heavy, females who see themselves as overweight show decreased satisfaction with their bodies, reduced levels of self-esteem, and lowered psychosocial well-being, as compared with males, in general, and with females who do not consider themselves overweight.""

Tags:pre-pubescent, questionnaires, weight, teacher, attractiveness