What Is a First-Year Elementary School Teacher to Do? Supplying the Classroom for the Early Elementary Grades
Bibliographic record
Abstract
This study was undertaken in response to a novice teacher's realization that most early elementary school teachers (grades K-2) purchase and provide the majority of their classroom supplies, teaching tools, charts, posters, books, crafts, games, manipulatives, and props used to conduct lessons. This study surveyed 27 elementary classroom teachers to learn what kinds of supplies were available to them during their first year of teaching, how they supplied their classroom with materials, and what advice they had for new teachers looking for affordable supplies. Introduction Preservice teachers pursuing an elementary education degree attend many curriculum and instruction courses to learn how to become an effective classroom teacher. Along with content classes such as math, science, and social studies, pre-service teachers take coursework where they learn about effective teaching methods, classroom management techniques, and strategies that promote student learning. In addition, they learn it is important to ...give children opportunities to makes choices about what they're learning and to make their discoveries through trial and error (Denton & Kriete, 2000, p. 13). Once these pre-service teachers reach their final semester, they are anxious to get out of the university classroom and into their own classrooms to work with children and to put their new knowledge to work. However, this is when many new teachers may be confronted with the realization that they are responsible for providing various teaching supplies, instructional materials, manipulatives, props, posters, charts, books, crafts, and games to help make learning more meaningful for their elementary students. For some new teachers, this realization may pose a financial challenge, as these supplies are needed before they have received their first paycheck. This lack of resources may also contribute to a sense of fear and/or panic when new teachers face their first classroom without teaching/learning materials. Purpose of the Study Few question the important role elementary school teachers play in the education of children. Research has shown it is the classroom teacher who has the most impact on student learning (Allington & McGill-Franzen, 2004; DarlingHammond, 1999; Stronge, 2007; Stronge, Tucker, & Hindman, 2004). In addition, the U.S. Bureau of Labor Statistics (2010-2011) states: Kindergarten and elementary school teachers play a vital role in the development of children. What children learn and experience during their early years can shape their views of themselves and the world and can affect their later success or failure in school, work and their personal lives. Kindergarten and elementary school teachers introduce children to mathematics, language, science, and social studies. They use games, music, artwork, films, books, computers, and other tools to teach the basics. (Nature of the Work section, ¶4) Extensive research assesses the job stress, the classroom performance, and the emotional support needs of new teachers (Charles A. Dana Center, 2001; Herbert & Ramsay, 2004; Ingersoll & Kralik, 2004). However, relatively little research has addressed the resource material needs of first-year teachers. Therefore, this study surveyed current classroom teachers to discover how they had successfully gathered teaching resources and supplies for their classrooms during their first-year of teaching. Literature Review Teacher Spending Teachers are dedicated to the academic success of their students. Thus, they are often willing to sacrifice their personal time and money to provide the materials they believe are needed to help their students learn academic content. The National School Supply and Equipment Association Report (NSSEA, 2008, Highlights section, ¶5) estimates first-year teachers spend an average of $770 of their money on classroom materials. In addition, teachers continue to spend yearly approximately $400 of their money (NSSEA, 2008). …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".