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Essay / Research Paper Abstract
This 6 page paper reports the results of a hypothetical survey of middle school students, their parents and their teachers. The survey was to discover which topics in the curriculum each group considered relevant and which relevant topics had been left out of the curriculum. Topics are mostly broad categories. The results are presented first in narrative form and then with three bar graphs. Note that two of the graphs are presented alone on a page due to spacing. No Bibliography.
Page Count:
6 pages (~225 words per page)
File: MM12_PGrlcr.rtf
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Unformatted sample text from the term paper:
level, there will be instruction in these categories. For instance, a 5th grader may study U.S. History while a 7th grader may study World History. Social science in early elementary
may focus on getting along with others while in high school, students might study psychology, sociology or another area. A curriculum that is relevant means there is some sort
of connection between what is studied in school and life in general or what may be happening in the students own community. Topics might be relevant because they prepare students
for higher education pursuits. Relevance then can be interpreted in various ways and for different time periods in life. The local mayors election is relevant, for example, because it demonstrates
to students the process of elections and the democratic process in action. Very often, students see no relevance in much of what they are required to study and practice.
A recent survey of middle school students, for example, revealed they do not see any relevance in studying world history, geography, science, if they do not intend to become scientists,
algebra or physical education. These middle school students believed the following list was relevant, though: * Language arts, specifically reading but they did not believe writing essays was meaningful
or relevant. * Practical mathematics that involves keeping a checkbook, balancing their account, measuring space, knowing the amount of change they should receive, and other simple arithmetic functions. They see
no relevance at all in studying algebra or geometry. This was true even for students who planned to go on to college. * Different sciences were viewed as relevant
to some students, those interested in the environment and ecology, for instance. Others believed geology or other earth sciences were relevant. A number of students wrote they were interested in
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