This ethnographic narrative spans my first year as a middle school science teacher. In it, I reflected on myself, my practices, my students, and the broader context of the school at which I was teaching, including the effects of the Covid-19 school closures. I interviewed students and their families, conducted home visits, interviewed teachers and administrators, and attended community events in order to build a story about how my identity, my students’ identities, and the histories of the community, school, and individual families all came together to create an ecology within our classroom. I then used this story to inform my classroom practices and set meaningful personal and professional goals, both for my first year of teaching and for the future.
","abstract_html":"<p>This ethnographic narrative spans my first year as a middle school science teacher. In it, I reflected on myself, my practices, my students, and the broader context of the school at which I was teaching<strong>, </strong>including the effects of the Covid-19 school closures. I interviewed students and their families, conducted home visits, interviewed teachers and administrators, and attended community events in order to build a story about how my identity, my students’ identities, and the histories of the community, school, and individual families all came together to create an ecology within our classroom. I then used this story to inform my classroom practices and set meaningful personal and professional goals, both for my first year of teaching and for the future.</p>","abstract_has_math":false,"creators":["Quinn, Erica"],"institution":null,"degree_name":"Education, MA","degree_level":"Restricted to Claremont Colleges Master's Thesis","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:36Z","subjects":["first-year teacher","ethnographic narrative","school closures","Science and Mathematics Education","Secondary Education","Social and Philosophical Foundations of Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/183","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Quinn, Erica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-08-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted to Claremont Colleges Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["first-year teacher","ethnographic narrative","school closures","Science and Mathematics Education","Secondary Education","Social and Philosophical Foundations of Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/183"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This ethnographic narrative spans my first year as a middle school science teacher. In it, I reflected on myself, my practices, my students, and the broader context of the school at which I was teaching, including the effects of the Covid-19 school closures. I interviewed students and their families, conducted home visits, interviewed teachers and administrators, and attended community events in order to build a story about how my identity, my students’ identities, and the histories of the community, school, and individual families all came together to create an ecology within our classroom. I then used this story to inform my classroom practices and set meaningful personal and professional goals, both for my first year of teaching and for the future.
"]},{"key":"dc:title","label":"Title","values":["2020 Hindsight: Reflections on My First Year of Teaching"]}]}],"canonical_facts":{"dc:creator":["Quinn, Erica"],"dc:date.available":["2020-08-01T07:00:00Z"],"dc:description.abstract":["This ethnographic narrative spans my first year as a middle school science teacher. In it, I reflected on myself, my practices, my students, and the broader context of the school at which I was teaching, including the effects of the Covid-19 school closures. I interviewed students and their families, conducted home visits, interviewed teachers and administrators, and attended community events in order to build a story about how my identity, my students’ identities, and the histories of the community, school, and individual families all came together to create an ecology within our classroom. I then used this story to inform my classroom practices and set meaningful personal and professional goals, both for my first year of teaching and for the future.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/183"],"dc:subject":["first-year teacher","ethnographic narrative","school closures","Science and Mathematics Education","Secondary Education","Social and Philosophical Foundations of Education"],"dc:title":["2020 Hindsight: Reflections on My First Year of Teaching"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Restricted to Claremont Colleges Master's Thesis"],"thesis:degree_name":["Education, MA"]},"updated_at":"2026-07-24T01:40:36Z"}