Marcia's Data Collection process: Students' reflections
Before students write about their feelings on "democratic values" I decided to allow them to "warm-up" by introducing topics that evoke emotions(about treatment in school as it relates to behavior and reaction from those in authority).
Topic:
The principal(with the recommendation of the teacher) of the local high school has decided to suspend from school for one week children who constantly misbehave. Some people disagree with this decision.
Decide whether you agree or disagree with the principal’s decision (with the teacher's recommendation for a suspension)that children who constantly misbehave should be suspended from school for one week. Write to persuade (the teacher) to agree with your opinion. Explain your reasons. (Essay topic from writing workbook)
Rationale:
When students find themselves in trouble--they loudly proclaim--"You are denying me a right to an education by suspending me. Writing about the articles is okay because I need to provide examples of my data collection and the topics that evoke responses from students.
Was this a good topic for an ice breaker to "democratic values-of fairness"? In addition to digital recording lessons, writing responses and reflectives will be a good source of collecting data.
Triangulation: students' assessment and writing responses, teacher's reflective journals, and digital recording of lessons.
Christy, how are you doing with your data collection process? Jeta, you seem to be doing just fine with your "African American students code-switching" research.
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Marcia,
ReplyDeleteSo...am I right that your question is something along the lines of...what are the democratic values communicated/expressed in the classroom? Are you trying to figure out what the kids believe about democracy and what your teaching demonstrates about democracy?
As far as the question on school suspension, I think that sounds super interesting. It will be fun to explore the complexities of the students' definitions of "democracy." In this example, fairness may not be a necessary condition of democracy. I think a tea partier and a liberal democrat would have very different conceptions of what is "fair" access to education is in our country. Similarly, the topic brings up the question of whether compulsory education is a necessary part of a democracy. Ancient Greece--the birthplace of democracy--did not have free, public education. Before Horace Mann, America didn't necessarily believe that a democracy had to provide free, public education to its citizens. My point is that your project may open you up to different, more nuanced conceptions of what "democratic values" are...depending on what the students say:)
My students view the world just from their own backyard. I review Ancient Greece and Roman with them. We discuss "democratic values" as it relates to the founding fathers along with the discipline codes of NYCDOE. My students are starting to see the world differently. What I am concerned about now is the following:--How democratic is my classroom and do I promote or hinder these values?
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