Search

The article presents a lesson plan on Buddha topic for sixth graders using scaffolding techniques. The study, which was conducted at the Shore Road School in the Bellmore School District, Long Island, New York, was scaffolded according to L. S. Vygotsky's four stages for the Zone of Proximal Development (ZPD) and H. L. Herber's three levels of comprehension. Information on the lesson objectives, activities and procedures, and reflections is offered. After the lesson, the author observed that the students knew the key information of Buddha story, in which they had no difficulty in differentiating facts from opinions.

The article discusses a study which evaluates the mathematical knowledge of 7th graders in New York using the Grade 7 Mathematics Readiness (G7MR) project. Researchers adopted the mathematical strand called number sense or the Number and Numeration for the project. It notes that student failure to recognize that 1 divided by 2 is the same as 1/2 signifies that pupils from grade 6 have compartmentalized comprehension of fractions. It cites that the transfer of elementary teachers from grade to grade affects the quality of mathematics instruction.

The article focuses on the development of the science program in childhood education in the Great Neck public schools in New York. According to the article, prior to 1948 most of the science experiences of the children in elementary schools came as a result of a special science teacher who taught science on a departmentalized basis in the fifth and sixth grades. In 1946-1947, a committee of lay people, the administration and professional staff conducted a "Survey of the Great Neck Public Schools. One of the recommendations of the survey was that the science specialists in the elementary schools work as consultants and resource people to the classroom teacher. This marks the beginning of the development of the science program in the schools in Great Neck.

The article focuses on the integration of wildlife education in the curriculum for sixth graders at the new Urban Assembly School for Wildlife Conservation in Bronx, New York. The new curriculum is designed to introduce students to wild life sciences and they will be reporting to I.S. 135 and the Bronx Zoo for their classes. Moreover, the new school is the result of the partnership between the Wildlife Conservation Society (WCS) and the Urban Assembly. WCS President Steven E. Sanderson relates that they aim to establish the school as a model of public service that aims to provide science education to underserved children.