Hey ladies,(Jeta and Christy) this is my revised purpose statement--I have decided to exam how I establish democratic values and practices in my literacy classroom. Also, the IRB process is still a major concern. I hope you ladies are doing well with your research mini-project. The following is just a piece of my mini-project--please have a look and give your opinion, okay: Purpose Statement |
Tuesday, March 30, 2010
Marcia's Revised Purpose Statement/ Rationale
Wednesday, March 24, 2010
When I think about triangulation--I tend to think about the difference between an anecdote and a pattern. Anecdotes certainly serve a purpose--providing close insight into a particular moment, giving a face and story to a topic or idea. But anecdotes can be dangerous when we see them as representative of some larger trend without any evidence to say so (as we often see cable news pundits do!). A pattern, on the other hand, is something we've seen across examples and thus holds some truth beyond one individual's experience in that individual moment. As in Mathison's definition of triangulation, we don't see this pattern as some universal, certain, single perspective, we see this patterns as something that "occasionally converge, but frequently are inconsistent and even contradictory" (p.79). It's a pattern but not dogma.
I can understand why this conception of triangulation and validity can be unsettling to people. Perhaps because I've been brought up in a post-modern era, I myself feel wholly comfortable with the idea of things being "true in context" or "true for this moment." I don't see that as relativism as much as I see it as emblematic of how we really experience the world. But, I must say, the Western world is only recently emerging from thousands of years of a culture of certitude, dogma, and Right with a capital R. I think it's understandable that it can be difficult to accept that there aren't necessarily a priori Truths waiting to be discovered but instead truths being constructed in our historically-contingent experience.
I can understand why this conception of triangulation and validity can be unsettling to people. Perhaps because I've been brought up in a post-modern era, I myself feel wholly comfortable with the idea of things being "true in context" or "true for this moment." I don't see that as relativism as much as I see it as emblematic of how we really experience the world. But, I must say, the Western world is only recently emerging from thousands of years of a culture of certitude, dogma, and Right with a capital R. I think it's understandable that it can be difficult to accept that there aren't necessarily a priori Truths waiting to be discovered but instead truths being constructed in our historically-contingent experience.
Marcia's reflection(chapter 10)
Marcia M. Pearce
CTGE 7194: Qual. Inquiry
Dr. Turner
Standards of Validation and Evaluation
According to John Creswell (2008), “Qualitative researchers strive for “understanding that deep structure of knowledge that comes from visiting personally with participants, spending extensive time in the field, and probing to obtain detailed meanings” (p.205). How do I “visit personally” with participants when I am doing a self-reflective study on how to establish democracy in the classroom? My level of objectivity is limited. The best thing I can do at this point is take a closer look at my research as well as the participants—students who will evaluate my teaching. I am sure that students will not be altogether candid due to the fear of crossing the line with their “descriptions” of the learning environment. With concerns about self-reflection and the students’ evaluation of the classroom, the quality of my research study will be difficult to evaluate.
Since this process of data collection, IRB protocol and approval, and finding literature to support democratic classroom is daunting, chapter ten provides wonderful strategies to ensure validity. First, I would like to change my purpose statement (the purpose of this study is to examine how I establish democratic values in my classroom through direct instruction and student assessment). I plan to focus on other teachers within my school. After I implement the necessary changes, I will then follow the strategies that are highlighted in this chapter.
a) Prolonged engagement/learning the culture/purpose
Engagement with the study participants will not be a problem due to the fact that most of the teachers within my school meet on a regular basis to vent and preach about how the school climate has continued. They trust me, and they are comfortable expressing dissatisfaction with the system. This trust is based on a common theme—longing for the good old days. As a social studies teacher, I have 20-plus years (eight of those years as a paraprofessional) of working with teachers, students, and administrators. The purpose of my study is simple: survival. With President Obama’s yearlong war with Congress over health care reform coming to a bitter end, his next focus is on public education. As he mentioned briefly on a CNN interview (March 2, 2010), there will be an overhaul of the No Child Left Behind (NCLB) policy and public education in general. The question is what form will this overhaul take? With the recent firing of 60 percent of high school teachers in the Detroit school district, the president applauded the measures taken by administrators and politicians to retain only 40 percent of the teaching staff. The rationale for my investigation into my values and practices as a teacher is simple: to improve my pedagogy through the incorporation of democratic values such as equality of opportunity, freedom, and academic opportunity. Self-reflection or self-correction of my teaching and the learning climate of my classroom is needed in order to provide the best learning environment for students and for me to grow as a teacher. The single most important factor in the classroom is the teacher; it is not new books or expensive equipment, but the values and practices of the educator in front of the classroom.
b) Peer review
Peer review or debriefing provides an external check of the research process(Creswell, 2008, p. 208). Creswell(2008) stated that , the peer reviewer “plays the devil advocate” his/her is to keep the "researcher open and honest about the study."(p. 208). One peer debriefer I value at this point is Dr. Turner. She asks the hard questions and forces you to look deeper into the issue with the use of concept mapping and constant discussion and activities to spark the critical thinking process.
I think chapter 10 provides a good outline for reaching deeper understanding of the importance of validation and evaluation. Anyone can do a study but very few are known for conducting research with solid findings.
CTGE 7194: Qual. Inquiry
Dr. Turner
Standards of Validation and Evaluation
According to John Creswell (2008), “Qualitative researchers strive for “understanding that deep structure of knowledge that comes from visiting personally with participants, spending extensive time in the field, and probing to obtain detailed meanings” (p.205). How do I “visit personally” with participants when I am doing a self-reflective study on how to establish democracy in the classroom? My level of objectivity is limited. The best thing I can do at this point is take a closer look at my research as well as the participants—students who will evaluate my teaching. I am sure that students will not be altogether candid due to the fear of crossing the line with their “descriptions” of the learning environment. With concerns about self-reflection and the students’ evaluation of the classroom, the quality of my research study will be difficult to evaluate.
Since this process of data collection, IRB protocol and approval, and finding literature to support democratic classroom is daunting, chapter ten provides wonderful strategies to ensure validity. First, I would like to change my purpose statement (the purpose of this study is to examine how I establish democratic values in my classroom through direct instruction and student assessment). I plan to focus on other teachers within my school. After I implement the necessary changes, I will then follow the strategies that are highlighted in this chapter.
a) Prolonged engagement/learning the culture/purpose
Engagement with the study participants will not be a problem due to the fact that most of the teachers within my school meet on a regular basis to vent and preach about how the school climate has continued. They trust me, and they are comfortable expressing dissatisfaction with the system. This trust is based on a common theme—longing for the good old days. As a social studies teacher, I have 20-plus years (eight of those years as a paraprofessional) of working with teachers, students, and administrators. The purpose of my study is simple: survival. With President Obama’s yearlong war with Congress over health care reform coming to a bitter end, his next focus is on public education. As he mentioned briefly on a CNN interview (March 2, 2010), there will be an overhaul of the No Child Left Behind (NCLB) policy and public education in general. The question is what form will this overhaul take? With the recent firing of 60 percent of high school teachers in the Detroit school district, the president applauded the measures taken by administrators and politicians to retain only 40 percent of the teaching staff. The rationale for my investigation into my values and practices as a teacher is simple: to improve my pedagogy through the incorporation of democratic values such as equality of opportunity, freedom, and academic opportunity. Self-reflection or self-correction of my teaching and the learning climate of my classroom is needed in order to provide the best learning environment for students and for me to grow as a teacher. The single most important factor in the classroom is the teacher; it is not new books or expensive equipment, but the values and practices of the educator in front of the classroom.
b) Peer review
Peer review or debriefing provides an external check of the research process(Creswell, 2008, p. 208). Creswell(2008) stated that , the peer reviewer “plays the devil advocate” his/her is to keep the "researcher open and honest about the study."(p. 208). One peer debriefer I value at this point is Dr. Turner. She asks the hard questions and forces you to look deeper into the issue with the use of concept mapping and constant discussion and activities to spark the critical thinking process.
I think chapter 10 provides a good outline for reaching deeper understanding of the importance of validation and evaluation. Anyone can do a study but very few are known for conducting research with solid findings.
Thursday, March 18, 2010
Why Triangulate? A Very Good Question!!!
Marcia Pearce
CTGE 7194: Qual. Inquiry
Dr. Turner
As a social studies teacher, there is only way I describe the word triangulate—as a system of checks and balances for researchers. According to Sandra Mathison (1998), “Good research practices obligate the researcher to triangulate …” (p. 13). Regardless of the method of study, the use of several data collection processes is “necessary” in the execution of a study in order for it to withstand critique … (p. 17). What I hope to get out of the employment of multiple research methods is “assured” validity with no possible contradiction from my peers and those who desire to disapprove my work. For example, for a long time I have been interested in the importance of the incorporation of culturally relevant literature into the curriculum. Now, anyone with common sense would claim that we live in a multicultural world, so why would we not include this multiculturalism in everything, including the literature that we read.
As a researcher, I must put my common sense and personal feelings aside and use research to support my claim. Triangulation will hopefully prove, not disprove, the importance of having a curriculum that reflects the population it is supposed to educate. As Mathison (1998) so eloquently puts it, “Triangulation is typically perceived to be a strategy for improving the validity of research or evaluating findings …” (p. 13). Research that tends to “investigate” ethnic or cultural issues is already a hotbed for thorough critique, so I must apply research strategies that really examine this study. The “elimination of bias” on my part will be a difficult process, but with a solid strategy of triangulation, my research findings will provide the much-needed evidence to support my claim.
At Fordham University, all the professors, especially Dr. Turner and Dr. Ness, “drill” into their students’ heads the importance of triangulation, but I was surprise to find out that this strategy is a relatively new concept (really not so surprised) in the world of social science. Besides establishing the ethic guidelines on research, the second most important aspect of a study is validity—is it valid or not—and the application of a multitrait-multimethod matrix can ensure that.
Race Testing:
A good example is the Tuskegee Syphilis Experiment, which studied black men with an STD during the mid 1900s. It was unethical and devoid of any validity and, additionally, race clearly played a major part in the study. Many research studies throughout the last century don’t engage in any form of triangulation due to the fact that researchers desired their studies to support their claims about a particular issue—they would not benefit from solid methods of data collection.
Since I plan to do extensive research on ethical issues close to my heart, I need to look at which type of triangulation method to employ:
a) Data triangulation, including time, space, and person
b) Investigator triangulation
c) Theory triangulation
d) Methodological triangulation
(Denzin, 1978, p. 201)
I will probably use investigator triangulation. Mathison (1998) claims that it is “considered good research practice” (p. 14) to include more than one investigator. On a positive note, I have learned a lot about the guidelines of ethics as well as the importance of validity through the different types of triangulation methods, which is now my ongoing challenge as I stated before in the IRB.
So, Jeta and Christy—what do you think about triangulation? Plus, how is your research going?
CTGE 7194: Qual. Inquiry
Dr. Turner
As a social studies teacher, there is only way I describe the word triangulate—as a system of checks and balances for researchers. According to Sandra Mathison (1998), “Good research practices obligate the researcher to triangulate …” (p. 13). Regardless of the method of study, the use of several data collection processes is “necessary” in the execution of a study in order for it to withstand critique … (p. 17). What I hope to get out of the employment of multiple research methods is “assured” validity with no possible contradiction from my peers and those who desire to disapprove my work. For example, for a long time I have been interested in the importance of the incorporation of culturally relevant literature into the curriculum. Now, anyone with common sense would claim that we live in a multicultural world, so why would we not include this multiculturalism in everything, including the literature that we read.
As a researcher, I must put my common sense and personal feelings aside and use research to support my claim. Triangulation will hopefully prove, not disprove, the importance of having a curriculum that reflects the population it is supposed to educate. As Mathison (1998) so eloquently puts it, “Triangulation is typically perceived to be a strategy for improving the validity of research or evaluating findings …” (p. 13). Research that tends to “investigate” ethnic or cultural issues is already a hotbed for thorough critique, so I must apply research strategies that really examine this study. The “elimination of bias” on my part will be a difficult process, but with a solid strategy of triangulation, my research findings will provide the much-needed evidence to support my claim.
At Fordham University, all the professors, especially Dr. Turner and Dr. Ness, “drill” into their students’ heads the importance of triangulation, but I was surprise to find out that this strategy is a relatively new concept (really not so surprised) in the world of social science. Besides establishing the ethic guidelines on research, the second most important aspect of a study is validity—is it valid or not—and the application of a multitrait-multimethod matrix can ensure that.
Race Testing:
A good example is the Tuskegee Syphilis Experiment, which studied black men with an STD during the mid 1900s. It was unethical and devoid of any validity and, additionally, race clearly played a major part in the study. Many research studies throughout the last century don’t engage in any form of triangulation due to the fact that researchers desired their studies to support their claims about a particular issue—they would not benefit from solid methods of data collection.
Since I plan to do extensive research on ethical issues close to my heart, I need to look at which type of triangulation method to employ:
a) Data triangulation, including time, space, and person
b) Investigator triangulation
c) Theory triangulation
d) Methodological triangulation
(Denzin, 1978, p. 201)
I will probably use investigator triangulation. Mathison (1998) claims that it is “considered good research practice” (p. 14) to include more than one investigator. On a positive note, I have learned a lot about the guidelines of ethics as well as the importance of validity through the different types of triangulation methods, which is now my ongoing challenge as I stated before in the IRB.
So, Jeta and Christy—what do you think about triangulation? Plus, how is your research going?
Monday, March 15, 2010
Hey, ladies--What's up girls????
Are we still alive(our group)? First, I would like to thank, Jeta for the wonderful questions to consider for my conp. framework. I hit a few road blocks with the IRB--writing up the IRB is okay but finding folks to participate in my study proved to be very difficult. Focusing on male and female teachers and their definitions of democratic values and practices is an idea that is much needed but...my school climate and culture is not inviting at all. Going outside my school is the only way to truly do this process. If you ladies have any ideas or suggestions, please send it my way.
Wednesday, March 10, 2010
The Interview: Questions and brief answers
Marcia M. Pearce
LLL Program at Fordham University
Title of Study: Examination of Democratic Values and Practices in the Classroom
CTGE 7194: Qual. Inquiry
The Interview
How do teachers define democratic education?
Kids have said. Elected classroom leader based on the majority.
Respect for all. Students can neg. classroom rules. Not too much power, teacher has veto. Rules and regulations will be enforce and discuss on a regular basis. Review behavior that is deemed dangerous.
What are the classroom practices of teachers who espouse democratic beliefs?
Students should have input on most classroom activities. Discuss activities and assignment related to students’ culture.
Does being a Hispanic male first and a teacher second, affect my delivery of instruction?
Yes, it does. I can see the class work from a different perspective. Stop teaching history, because Hispanics are not in the book.
Does a teacher’s gender have an impact on classroom instruction?
Tell me about…your first experience as a teacher.
Yes, why—a different point of view because of gender. Case in point—lesson on date rape—a man will see it differently than a female
No professional development on teaching at-risk kids—Working with this population requires an extra effort—The social and emotion problems that these students bring to the classroom need to be address immediately.
Participant: Hispanic Male teacher
Brief Reflection--This interview process was nonthreatening due to the fact that I know this teacher. He is an experienced educator(lots of respect from students) with lots of knowledge about American History and mathematics. Students in his class work well together due to the democratic feel of the learning environment. The IRB process I believe will be different because most of the school environment is not welcoming to research. I lucked out this time.
LLL Program at Fordham University
Title of Study: Examination of Democratic Values and Practices in the Classroom
CTGE 7194: Qual. Inquiry
The Interview
How do teachers define democratic education?
Kids have said. Elected classroom leader based on the majority.
Respect for all. Students can neg. classroom rules. Not too much power, teacher has veto. Rules and regulations will be enforce and discuss on a regular basis. Review behavior that is deemed dangerous.
What are the classroom practices of teachers who espouse democratic beliefs?
Students should have input on most classroom activities. Discuss activities and assignment related to students’ culture.
Does being a Hispanic male first and a teacher second, affect my delivery of instruction?
Yes, it does. I can see the class work from a different perspective. Stop teaching history, because Hispanics are not in the book.
Does a teacher’s gender have an impact on classroom instruction?
Tell me about…your first experience as a teacher.
Yes, why—a different point of view because of gender. Case in point—lesson on date rape—a man will see it differently than a female
No professional development on teaching at-risk kids—Working with this population requires an extra effort—The social and emotion problems that these students bring to the classroom need to be address immediately.
Participant: Hispanic Male teacher
Brief Reflection--This interview process was nonthreatening due to the fact that I know this teacher. He is an experienced educator(lots of respect from students) with lots of knowledge about American History and mathematics. Students in his class work well together due to the democratic feel of the learning environment. The IRB process I believe will be different because most of the school environment is not welcoming to research. I lucked out this time.
Monday, March 8, 2010
Revised Framework: democratic classrooms?
So,what do you ladies think? Are there any factors/elements missing from this framework? I am a little concerned about the gender issue involved in identifying democratic classrooms?
Revised: Conceptual Framework
Purpose of this Study
The purpose of this qualitative study is to identify the qualities of democratic
teaching beliefs in today’s classroom. There are many factors to consider when
building a democratic classroom. By means of this study, educators who embrace and incorporate democratic values demonstrate how they will build a democratic classroom. Some themes that will be explored through the observation of these teachers: how do they demonstrate a fair attitude and behave toward youngsters, what opportunities are students given to participate in activities (the issues of equality), and what range of personal freedom do students have in their respective learning environment. Since these classrooms are developed by the teachers, one must understand the sociological, political, and issues of gender that may affect the structure of the learning environment. The lens I would like to explore during this process is the Black Feminist theory(in addition to Critical Race Theory). In one of many articles(Kesici, 1992), the literature and research tends to support the idea that females adhere to democratic ideals more so than their male counterparts.
Research Questions:
1. How do teachers define democratic education?
2. What are the classroom practices of teachers who espouse democratic beliefs?
3. Who am I question: Does being a black female first and a teacher second,
affect my delivery of instruction? Do I emphasize one part of history over
others(ex. Black, female, the diasporas, etc.) as opposed to “traditional
American History, and/or other historical events that include people from
diverse backgrounds?
Statement of Problem
Spurred by reports, legislative mandates, commitments from concerned citizens and research findings, educators across the United States are searching for
changes to the modern classroom (Nemser, 1989). With a growing debate over
“teacher accountability” there is a focused attention on teachers providing the
best learning environment possible. There is a heated rush to introduce
programmatic changes and many have argued for introduction of democratic values to shape children academically and socially. One possible change to the
classroom is the introduction of “democratic values” and practices In addition
to setting high academic standards and preparing students for higher education and the world of work, educators are expected to introduce social skills and
beliefs that will ultimately make a “productive” citizen (Raywid, 1987). Some
researchers(Wade and Tavris, 1990) claimed that they have found the answer, the incorporation of “democratic values and practices.”
What is the definition of democratic classrooms?
Teachers, administrators and even politicians have expressed their concerns
about classroom instruction and more attention is being paid to practices and
beliefs that shape the learning environment for today’s student (Lunenburg and
Cadavid,1992).. Many educators and researchers have argued over the clear
definition of democratic values and what it looks like in the classroom. Sahin
Kesici(2008) provided a clear definition of democratic values in the classroom:
Teaching students of their rights as citizens(issues of equality of opportunity,
justice and freedom) along with academic learning. Henderson (1983), another
supporter claimed that the employment of democratic values and practices may remedy many academic problems in this critical period of development and also, possibly help to contain the social illnesses that collectively destroy the
fiber of the United States citizenry. Bandura(1986), one supporter of the
democratic classroom argues that school is not just a place to acquire academic knowledge but also to embrace the norms of that given society.
One of the purposes of education in public schools is to make individuals aware
of their responsibilities toward their state and themselves, and to carry out
these responsibilities (Kesici, 2008, p. 3). The freedom, justice and equality
that are espoused in the Constitution should be taught in the classroom.
According to Osler. and Starkey, (1994) , educators should design the learning
environment to address the student’s academic needs as well as guaranteeing them an active learning environment. Democratic teachers should give importance to democratic values in their classrooms (Kesci, 2008, p. 2).
Data collection: (School Climate and Culture—A major problem)
Data collection will be in the form of one-on-one interviews and non
participatory observations. The observation process will take longer, due to
the microcosm of my own school. Are there differences between male and female teachers in their beliefs and practices? We have almost equal balance of male to female ratio of teachers. But there is so much to consider in even this
microcosm group. Some these factors are: individual(cases), ethnic backgrounds, socio-economic backgrounds, urban or suburban, and even what region of the country and/or world the teacher is from. After this the “Locus of Control” has to be considered: classroom observations, teacher surveys, and student interviews(outside my school).
Implications: My classroom
What does equality, independence, justice and respect mean in my approach to
teaching, to students experiences in the classroom, in the South Bronx, in New
York City(in the U. S. and in the world)? There is much to consider and reflect
upon during this research process. I don’t know if I could be truly objective
with regards to this topic.
Keywords: Democratic Teacher Beliefs, gender ideals and roles
Bandura, A. (1986). Social Foundations of Though and Action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-Efficacy The Exercise of Control. New York: W. H.
Freeman and Company.
Kesici, S. (1992). Democratic teacher beliefs according to the teacher’s gender
and locus of control. Journal of Instructional Psychology, 35, 1.
Henderson, M. A.(Eds.). (1983). Can schools, teachers, and administrators make a difference? The research evidence. Democratic Education in Schools and
Classrooms. Washington: National Council for the Social Studies Bulletin
Lunenburg, F. C. and Cadavid, V. (1992). Locus of control, pupil control
ideology, and dimensions of teacher bornout. Journal of Instructional Psychology, 19 (1), 13-22.
Nemser, S.(1989). Describing teacher education: A framework and illustrative
findings from a longitudinal study of six students. Elementary School Journal, 89, 365-377.
Osler, A. and Starkey, H. (1994). Fundamental Issues In Teacher Education for
Human Rights: A European Perspective: Journal of Moral Education. 23, 349-360.
Wade, C. and Tavris, C.(1990). Psychology. New York: Harper and Row
Publisher.
Revised: Conceptual Framework
Purpose of this Study
The purpose of this qualitative study is to identify the qualities of democratic
teaching beliefs in today’s classroom. There are many factors to consider when
building a democratic classroom. By means of this study, educators who embrace and incorporate democratic values demonstrate how they will build a democratic classroom. Some themes that will be explored through the observation of these teachers: how do they demonstrate a fair attitude and behave toward youngsters, what opportunities are students given to participate in activities (the issues of equality), and what range of personal freedom do students have in their respective learning environment. Since these classrooms are developed by the teachers, one must understand the sociological, political, and issues of gender that may affect the structure of the learning environment. The lens I would like to explore during this process is the Black Feminist theory(in addition to Critical Race Theory). In one of many articles(Kesici, 1992), the literature and research tends to support the idea that females adhere to democratic ideals more so than their male counterparts.
Research Questions:
1. How do teachers define democratic education?
2. What are the classroom practices of teachers who espouse democratic beliefs?
3. Who am I question: Does being a black female first and a teacher second,
affect my delivery of instruction? Do I emphasize one part of history over
others(ex. Black, female, the diasporas, etc.) as opposed to “traditional
American History, and/or other historical events that include people from
diverse backgrounds?
Statement of Problem
Spurred by reports, legislative mandates, commitments from concerned citizens and research findings, educators across the United States are searching for
changes to the modern classroom (Nemser, 1989). With a growing debate over
“teacher accountability” there is a focused attention on teachers providing the
best learning environment possible. There is a heated rush to introduce
programmatic changes and many have argued for introduction of democratic values to shape children academically and socially. One possible change to the
classroom is the introduction of “democratic values” and practices In addition
to setting high academic standards and preparing students for higher education and the world of work, educators are expected to introduce social skills and
beliefs that will ultimately make a “productive” citizen (Raywid, 1987). Some
researchers(Wade and Tavris, 1990) claimed that they have found the answer, the incorporation of “democratic values and practices.”
What is the definition of democratic classrooms?
Teachers, administrators and even politicians have expressed their concerns
about classroom instruction and more attention is being paid to practices and
beliefs that shape the learning environment for today’s student (Lunenburg and
Cadavid,1992).. Many educators and researchers have argued over the clear
definition of democratic values and what it looks like in the classroom. Sahin
Kesici(2008) provided a clear definition of democratic values in the classroom:
Teaching students of their rights as citizens(issues of equality of opportunity,
justice and freedom) along with academic learning. Henderson (1983), another
supporter claimed that the employment of democratic values and practices may remedy many academic problems in this critical period of development and also, possibly help to contain the social illnesses that collectively destroy the
fiber of the United States citizenry. Bandura(1986), one supporter of the
democratic classroom argues that school is not just a place to acquire academic knowledge but also to embrace the norms of that given society.
One of the purposes of education in public schools is to make individuals aware
of their responsibilities toward their state and themselves, and to carry out
these responsibilities (Kesici, 2008, p. 3). The freedom, justice and equality
that are espoused in the Constitution should be taught in the classroom.
According to Osler. and Starkey, (1994) , educators should design the learning
environment to address the student’s academic needs as well as guaranteeing them an active learning environment. Democratic teachers should give importance to democratic values in their classrooms (Kesci, 2008, p. 2).
Data collection: (School Climate and Culture—A major problem)
Data collection will be in the form of one-on-one interviews and non
participatory observations. The observation process will take longer, due to
the microcosm of my own school. Are there differences between male and female teachers in their beliefs and practices? We have almost equal balance of male to female ratio of teachers. But there is so much to consider in even this
microcosm group. Some these factors are: individual(cases), ethnic backgrounds, socio-economic backgrounds, urban or suburban, and even what region of the country and/or world the teacher is from. After this the “Locus of Control” has to be considered: classroom observations, teacher surveys, and student interviews(outside my school).
Implications: My classroom
What does equality, independence, justice and respect mean in my approach to
teaching, to students experiences in the classroom, in the South Bronx, in New
York City(in the U. S. and in the world)? There is much to consider and reflect
upon during this research process. I don’t know if I could be truly objective
with regards to this topic.
Keywords: Democratic Teacher Beliefs, gender ideals and roles
References
Bandura, A. (1986). Social Foundations of Though and Action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-Efficacy The Exercise of Control. New York: W. H.
Freeman and Company.
Kesici, S. (1992). Democratic teacher beliefs according to the teacher’s gender
and locus of control. Journal of Instructional Psychology, 35, 1.
Henderson, M. A.(Eds.). (1983). Can schools, teachers, and administrators make a difference? The research evidence. Democratic Education in Schools and
Classrooms. Washington: National Council for the Social Studies Bulletin
Lunenburg, F. C. and Cadavid, V. (1992). Locus of control, pupil control
ideology, and dimensions of teacher bornout. Journal of Instructional Psychology, 19 (1), 13-22.
Nemser, S.(1989). Describing teacher education: A framework and illustrative
findings from a longitudinal study of six students. Elementary School Journal, 89, 365-377.
Osler, A. and Starkey, H. (1994). Fundamental Issues In Teacher Education for
Human Rights: A European Perspective: Journal of Moral Education. 23, 349-360.
Wade, C. and Tavris, C.(1990). Psychology. New York: Harper and Row
Publisher.
Wednesday, March 3, 2010
My "crazy" observation (Reflection)
Marcia M. Pearce
March 2, 2010
Reflection:Observation on the Train
My decision to remain a nonparticipating observer was a wise gamble on my part. The
“train wreck” I witnessed on the train was unbelievable. Watching three loud individuals engage in their bizarre conversation was unpleasant enough, but their idea of the proper role of the black woman—that her part is sometimes to shut her mouth and let a man be a man—was unspeakable. Subject matter was not the only problem. The tone of one individual throughout this 42-minute observation, a tall brown woman with flashy jewelry and a bad hair weave, was loud and overwhelming. With her powerful voice, she succeeded in talking over the noise of the train and the other people, no small feat.
As I observed her, several critical theories entered my thoughts. First, CD {loud black women who “ruled” the conversation on the train} totally contradicted black feminist theory with respect to the meaning of “empower.” This individual spoke with authority, advocating “submission” to the black man. It pained me to watch and even listen, but I was 30 minutes into this observation and, as mentioned previously, I had determined it best to remain a nonparticipating observer. After 42 minutes of intensely watching three individuals discuss how “black women need to shut up,” I was exhausted and even angered by such a display of nonsense. Two black women and one black man agreeing upon the “necessary” silence of women, yet the two women were decidedly not silent. They were in fact very loud, and generally domineering toward their male counterpart during the entire conversation. In addition, five minutes after the end of this lengthy talk, the older of the two female advocates of black women’s “silence” became engaged in another heated debate, this time with a white woman from France. All I can say is that this exchange was ugly, embarrassing, and totally unnecessary. I walked away from my observation experience feeling nasty and dirty. Hearing these two women, one white and one black, calling one another racial names in English as well as French, triggered
emotions I thought I had successfully set aside—my feelings after experiencing denial of a job based on my ethnicity, the pain I felt when my folks did not embrace my friends from other racial groups.
Sometimes I am blessed with the opportunity to forget about race and negative
stereotypes for extended periods, but sooner or later some incident opens up the
floodgates of memories.
March 2, 2010
Reflection:Observation on the Train
My decision to remain a nonparticipating observer was a wise gamble on my part. The
“train wreck” I witnessed on the train was unbelievable. Watching three loud individuals engage in their bizarre conversation was unpleasant enough, but their idea of the proper role of the black woman—that her part is sometimes to shut her mouth and let a man be a man—was unspeakable. Subject matter was not the only problem. The tone of one individual throughout this 42-minute observation, a tall brown woman with flashy jewelry and a bad hair weave, was loud and overwhelming. With her powerful voice, she succeeded in talking over the noise of the train and the other people, no small feat.
As I observed her, several critical theories entered my thoughts. First, CD {loud black women who “ruled” the conversation on the train} totally contradicted black feminist theory with respect to the meaning of “empower.” This individual spoke with authority, advocating “submission” to the black man. It pained me to watch and even listen, but I was 30 minutes into this observation and, as mentioned previously, I had determined it best to remain a nonparticipating observer. After 42 minutes of intensely watching three individuals discuss how “black women need to shut up,” I was exhausted and even angered by such a display of nonsense. Two black women and one black man agreeing upon the “necessary” silence of women, yet the two women were decidedly not silent. They were in fact very loud, and generally domineering toward their male counterpart during the entire conversation. In addition, five minutes after the end of this lengthy talk, the older of the two female advocates of black women’s “silence” became engaged in another heated debate, this time with a white woman from France. All I can say is that this exchange was ugly, embarrassing, and totally unnecessary. I walked away from my observation experience feeling nasty and dirty. Hearing these two women, one white and one black, calling one another racial names in English as well as French, triggered
emotions I thought I had successfully set aside—my feelings after experiencing denial of a job based on my ethnicity, the pain I felt when my folks did not embrace my friends from other racial groups.
Sometimes I am blessed with the opportunity to forget about race and negative
stereotypes for extended periods, but sooner or later some incident opens up the
floodgates of memories.
Monday, March 1, 2010
My narrative: Democratic values and classroom Instruction
Narrative and Map of Research Question
Keywords: Democratic Teacher Beliefs, gender ideals and roles
Narrative of research question:
The question to explore is the following: Does a teacher’s gender have an impact on democratic beliefs and on the delivery of instruction in the various subject areas? The first way to explore this topic is to review the current research and literature. The second method maybe to conduct your own study amongst your peer in your school(the school climate and culture is not inviting in my school). The third way is to reflect on my life experience in and out of the classroom. The lens I would like to explore during this process is the Black Feminist theory. In one of many articles, the literature and research tends to support the idea that females adhere to democratic ideals more so than their male counterparts (see noted references)…
The next method I would employ is a non participatory observation, this would take longer to observe and study, due to the microcosm of my own school. We have an almost equal balance of male to female ratio of teachers.
Female teachers
a) 4 teachers in the monolingual program
b) 3 teachers in the bilingual program
Male teachers
a) 3 teachers in the monolingual program
b) 3 teachers in the bilingual program
Demographics:
South Bronx students with reading ranging from 1.2 to 6.5.
Attendance roster 250+ students in both programs
But there is so much to consider in even this microcosmic group. Some of these factors are: individual (cases), ethnic backgrounds, socio-economic backgrounds, urban or suburban, and even what region of the country and / or world the teacher is from. Our faculty has teachers from different parts of the country and the world. After this the “Locus of Control” has to be considered: classroom observations, teacher surveys, student interviews and even administrative opinions.
Finally, I would reflect as objectively as possible with the previous criteria considered as to my own experience. Questions to reflect upon are; Does being a black female first and a teacher second, affect my delivery of instruction? Do I emphasize one part of history over others (ex. Black, female, the diaspora, etc.) as opposed to “traditional American History, and/or other historical events that include people from diverse backgrounds? The big problem: What does equality, independence, justice, and respect mean in my approach to teaching, to students experiences in the classroom, in the South Bronx, in New York City(in the U. S. and in the world)?
There is much to consider and reflect upon during this research process. I don’t know if I or anyone could be truly objective with regards to this topic. I believe I am a better teacher at the delivery of democratic values than a male or at the very least I have a great desire to deliver these values to my students.
References
Bandura, A. (1986). Social Foundations of Though and Action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-Efficacy The Exercise of Control. New York: W. H. Freeman
and Company.
Broverman, L. K., (1997). Sex role stereotypes: A current appraisal. Journal of Social Issues, 28, 59-78.
Henderson, M. A.(Eds.). (1983). Can schools, teachers, and administrators make a
difference? The research evidence. Democratic Education in Schools and Classrooms. Washington: National Council for the Social Studies Bulletin
Lunenburg, F. C. and Cadavid, V. (1992). Locus of control, pupil control ideology, and dimensions of teacher bornout. Journal of Instructional Psychology, 19 (1), 13-22.
Osler, A. and Starkey, H. (1994). Fundamental Issues In Teacher Education for Human
Rights: A European Perspective: Journal of Moral Education. 23, 349-360.
Keywords: Democratic Teacher Beliefs, gender ideals and roles
Narrative of research question:
The question to explore is the following: Does a teacher’s gender have an impact on democratic beliefs and on the delivery of instruction in the various subject areas? The first way to explore this topic is to review the current research and literature. The second method maybe to conduct your own study amongst your peer in your school(the school climate and culture is not inviting in my school). The third way is to reflect on my life experience in and out of the classroom. The lens I would like to explore during this process is the Black Feminist theory. In one of many articles, the literature and research tends to support the idea that females adhere to democratic ideals more so than their male counterparts (see noted references)…
The next method I would employ is a non participatory observation, this would take longer to observe and study, due to the microcosm of my own school. We have an almost equal balance of male to female ratio of teachers.
Female teachers
a) 4 teachers in the monolingual program
b) 3 teachers in the bilingual program
Male teachers
a) 3 teachers in the monolingual program
b) 3 teachers in the bilingual program
Demographics:
South Bronx students with reading ranging from 1.2 to 6.5.
Attendance roster 250+ students in both programs
But there is so much to consider in even this microcosmic group. Some of these factors are: individual (cases), ethnic backgrounds, socio-economic backgrounds, urban or suburban, and even what region of the country and / or world the teacher is from. Our faculty has teachers from different parts of the country and the world. After this the “Locus of Control” has to be considered: classroom observations, teacher surveys, student interviews and even administrative opinions.
Finally, I would reflect as objectively as possible with the previous criteria considered as to my own experience. Questions to reflect upon are; Does being a black female first and a teacher second, affect my delivery of instruction? Do I emphasize one part of history over others (ex. Black, female, the diaspora, etc.) as opposed to “traditional American History, and/or other historical events that include people from diverse backgrounds? The big problem: What does equality, independence, justice, and respect mean in my approach to teaching, to students experiences in the classroom, in the South Bronx, in New York City(in the U. S. and in the world)?
There is much to consider and reflect upon during this research process. I don’t know if I or anyone could be truly objective with regards to this topic. I believe I am a better teacher at the delivery of democratic values than a male or at the very least I have a great desire to deliver these values to my students.
References
Bandura, A. (1986). Social Foundations of Though and Action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-Efficacy The Exercise of Control. New York: W. H. Freeman
and Company.
Broverman, L. K., (1997). Sex role stereotypes: A current appraisal. Journal of Social Issues, 28, 59-78.
Henderson, M. A.(Eds.). (1983). Can schools, teachers, and administrators make a
difference? The research evidence. Democratic Education in Schools and Classrooms. Washington: National Council for the Social Studies Bulletin
Lunenburg, F. C. and Cadavid, V. (1992). Locus of control, pupil control ideology, and dimensions of teacher bornout. Journal of Instructional Psychology, 19 (1), 13-22.
Osler, A. and Starkey, H. (1994). Fundamental Issues In Teacher Education for Human
Rights: A European Perspective: Journal of Moral Education. 23, 349-360.
My I's
Gray skies are gonna clear up-I
I was sitting next to David—a college sophomore with a dark side persona. We often butted heads in class, arguing over Aristotle or Nietzsche. This particular afternoon, I noticed my name written in his notebook. “Jeta is soooo optimistic” was scrawled across his class notes. I left the class fuming, venting to one of my friends. I felt like he was trivializing me, turning me into some naïve neophyte rather than a thoughtful deep-thinker who just happened to have a positive take on life.
It’s only been the last few years that I’ve begun to ease off my defensiveness of this characteristic and started to admit to myself some of the weaknesses that accompany my optimism—blindness and repression. In my defense, my whole family is like this. I think the source of this is my grandmother—the undeniable cathedral of our family. She was raised in the Depression in rural Oklahoma, and she’s the toughest person I know. But, she’s also the type with no time to dwell on a somber thought. Anything melancholy is pushed to the side, and we push forward full steam ahead, covered in a protective layer of positivity.
In my academic work, I often find this to be a positive feature—a belief that it will all work out in the end can be quite helpful when you’re waist deep in a 20-page paper. The limitation of course is the blindness—the inability to acknowledge and address the weaknesses that may be right in front of my face. This tendency to push forward in positivity may mean that problems or issues get ignored. In my research, I know this is something I have to be conscientious of, keeping my eyes open to problems, being willing to be honest with myself that they are there, and having the courage to address them.
Teacher Guilt-I
In some ways, I feel like every year of teaching is an effort to make up for my first, to make amend s for those colossal failures. Somehow, it feels like if I can become a stronger, more thoughtful, more impassioned educator, I can compensate for the disservice I did to those children in my first class. Partially rooted in my Catholic upbringing, I have a tremendous guilt for failed obligations or unfinished duties. Even as I have been planning my residency project, I can feel myself thinking of my students from my first year, how I could have better served them, how those students could have benefited from what I now know.
I know that I have to be aware of the personal stake that I have both in this project and in this study. My emotional investment in this project will bring perseverance and passion to this subject matter, but it may also cloud my judgment. This desire to make up for something I failed at means I’m yearning for success, unwilling to accept failure. As a qualitative researcher attempting to study things “as they are,” I need to open myself up to whatever may come rather than what will fill a hole in myself.
I was sitting next to David—a college sophomore with a dark side persona. We often butted heads in class, arguing over Aristotle or Nietzsche. This particular afternoon, I noticed my name written in his notebook. “Jeta is soooo optimistic” was scrawled across his class notes. I left the class fuming, venting to one of my friends. I felt like he was trivializing me, turning me into some naïve neophyte rather than a thoughtful deep-thinker who just happened to have a positive take on life.
It’s only been the last few years that I’ve begun to ease off my defensiveness of this characteristic and started to admit to myself some of the weaknesses that accompany my optimism—blindness and repression. In my defense, my whole family is like this. I think the source of this is my grandmother—the undeniable cathedral of our family. She was raised in the Depression in rural Oklahoma, and she’s the toughest person I know. But, she’s also the type with no time to dwell on a somber thought. Anything melancholy is pushed to the side, and we push forward full steam ahead, covered in a protective layer of positivity.
In my academic work, I often find this to be a positive feature—a belief that it will all work out in the end can be quite helpful when you’re waist deep in a 20-page paper. The limitation of course is the blindness—the inability to acknowledge and address the weaknesses that may be right in front of my face. This tendency to push forward in positivity may mean that problems or issues get ignored. In my research, I know this is something I have to be conscientious of, keeping my eyes open to problems, being willing to be honest with myself that they are there, and having the courage to address them.
Teacher Guilt-I
In some ways, I feel like every year of teaching is an effort to make up for my first, to make amend s for those colossal failures. Somehow, it feels like if I can become a stronger, more thoughtful, more impassioned educator, I can compensate for the disservice I did to those children in my first class. Partially rooted in my Catholic upbringing, I have a tremendous guilt for failed obligations or unfinished duties. Even as I have been planning my residency project, I can feel myself thinking of my students from my first year, how I could have better served them, how those students could have benefited from what I now know.
I know that I have to be aware of the personal stake that I have both in this project and in this study. My emotional investment in this project will bring perseverance and passion to this subject matter, but it may also cloud my judgment. This desire to make up for something I failed at means I’m yearning for success, unwilling to accept failure. As a qualitative researcher attempting to study things “as they are,” I need to open myself up to whatever may come rather than what will fill a hole in myself.
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