Teacher Education Yearbook XXIV by Putney LeAnn G.;Gallavan Nancy P. ; & Nancy P. Gallavan

Author:Putney, LeAnn G.;Gallavan, Nancy P.,; & Nancy P. Gallavan [Putney, LeAnn G. & Gallavan, Nancy P.]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers
Published: 2015-08-15T00:00:00+00:00

Participants and Setting

During year one of this two-year study, the school community’s rural population was reported as greater than three thousand people, with the majority of the population’s socioeconomic status ranging from lower class to lower-middle class citizens. From the school’s population of 630 students, 69 percent of the students received free or reduced lunch. In this fifth-grade classroom of twenty-four students, 63 percent of them received free or reduced lunch. With the opening of a new primary school during year two of this study, the school’s population dropped to 480 students. From this number, 70 percent of the students received free or reduced lunch. The fifth-grade classroom of twenty-five students for year two reported 88 percent of the students receiving free or reduced lunch. The following tables represent the demographic information for both year one and year two of the study as well as the educational accommodations/identifiers for the fifth-grade classes.

Purpose of the Study

The primary purpose of this study was to foster the possibilities that exist for teaching about social justice issues within the CCSS through a set of anchor texts adopted by a team of fifth-grade teachers at an elementary school in a rural southern community. This study also allowed university teacher educators to engage with fifth-grade students regularly, collaborate on best practices with the classroom teacher, and share lessons learned in the fifth-grade classroom with teacher education candidates.

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