JXT2 Educational Psychology, Task Two JXT2 Educational Psychology JXT2 Educational Psychology, Task Two Western Governors University Educational Psychology Task Two The following sections outline my current instruct
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JXT2 Educational Psychology, Task Two JXT2 Educational Psychology JXT2 Educational Psychology, Task Two Western Governors University Educational Psychology Task Two The following sections outline my current instructional setting. Audience I currently teach middle school general science to sixth, seventh, and eighth grades in Calhoun County, West Virginia. I teach several classes a day with an average class size of 23 students. There is an even mix between male and female students. The racial profile of the class is all Caucasian. Most students are of average intelligence, and nineteen students have in individualized education plan (IEP). Most of the students are from the working class or poverty level. The school district includes the entire county. The percentage of Caucasians is 98.4% with all other races at 0.2% or lower, respectively (U.S. Census Bureau, 2014). The residents have a low socioeconomic status. The median household income is $29,282 with 22.4% living at or below the poverty level (U.S. Census Bureau, 2014). The most recent unemployment data shows that this county has an unemployment rate of 11.5% (West Virginia Research, Information and Analysis Division, 2014). According to the West Virginia Higher Education Policy Commission (Reed, 2014), this county has the lowest percentage of high school seniors attending an institution of higher learning at 36.5%. Physical environment The classroom is located on the second floor directly beside the bathrooms. The room consists of thirteen s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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