Room: NRN 2033

Intern: Jaycie Bodzo

Mentor Teacher: Shellie McSwain

Internship Placement: Meadowbrook Elementary

Title: Mid-Year Transition in Kindergarten

Jaycie Bodzo noticed a shift in her kindergarten classroom placement after a student joined their class mid-year. She wondered about the student's behaviors that were contributing to this classroom shift and wanted to know how his mid-year transition to a new school might be influencing him. She collected data during a fourweek period through informal interviews with the student, field notes, a daily identified victory and challenge for the student, personal reflections, goal oriented behavior sheet data, and quarter grade data. After analyzing this data, she inferred three claims about her student and how his mid-year transition might be affecting him and how he relates to his environment.

Intern: Ella Brookins

Mentor Teacher: Kimberly Gibboney

Internship Placement: Lawton Chiles Elementary School

Title: Team Building Activities Relating to Peer Relationships

Ella Brookins was experiencing tensions in her 2nd grade classroom related to the relationships among her students. She wondered what would happen to her student’s relationships when planning and facilitating team building activities. She collected data during a 5-week time period through student surveys, interviews, videos, and images. Data analysis revealed three claims that focused on team building activities relating to student relationships.

Intern: Kaitlynn Baxley

Mentor Teacher: Felicia Hanley

Internship Placement: Chester Shell Elementary School

Title: Seating Arrangement and Engagement in a Fourth-Grade Classroom

Kaitlynn Baxley was experiencing a tension in her fourth-grade classroom related to student engagement during class. She wondered in what ways the seating arrangement could affect one student's engagement during whole group, small group, and independent practice. She collected data during a four-week time period through field notes and student surveys. Data analysis revealed two claims that centered around the student’s level of engagement during whole group, small group, and independent practice.