acknowledges defines identifies measures qualifies
Part B: Students
Who are my students? To answer this question, interns focus on five specific students.
Struggling students (TPA, Task 2)
At least three of the five students should be students for whom school has been least successful.
Special needs students (TPA, Task 2)
At least one of the five students needs to be in a special education program.
Non-native speakers of English (TPA, Task 2)
Three of the five should have a primary language other than English.
At least one should be in the early stages of English language acquisition.
Q: What if I can’t find students that meet the suggested criteria?
A: Get as close to the guidelines as possible. Discuss specifics with your Faculty Advisor.
Q: What if some of the five students drop out or are moved from my class?
A: Mobility is an issue, so this may happen. To minimize the chances of not having five students, choose eight students to begin with. If they all stay, you can pick five. If your numbers ultimately drop below five, don’t worry too much. Talk to your advisor about how to make their exodus part of the “story” (and the ethnography).
Q: What about legalities? And privacy? Do we get permission?
A: This is important. Interns need to get written parental permission for each of their ethnography students. Also, to protect identities, interns must use pseudonyms for the students, all school personnel, the school, the district, and the city.
1. Who is my student?
What are my student’s strengths and weaknesses (in and out of the classroom)?
What are my student’s aspirations and dreams?
What are major events that have shaped/influenced my student?
What are my student’s goals for the upcoming year? For the future?
2. What is my student’s academic “story”?
How does my student feel about school? (And what has brought about this attitude?)
To what degree does my student meet CA’s standards? Where is he/she strong? Weak? (It is best to use multiple indicators to assess this)
What has been my student’s past experience with school?
How has my student’s background (cultural, linguistic, and economic) influenced his/her attitude toward school and his/her future? What about the student’s ability/disability?
How is my student influenced by the attitudes of his/her family’s feelings towards school?
3. Given my sense of the student, what is my plan for bringing about academic success?
Create an action plan. Continually evaluate and reflect upon its effectiveness.
Data Collection and Sense Making
1. Interviews and Field Visits
One-on-one student interviews
Neighborhood / community events
2. Scholarly Artifacts and “Footprints”
Student work samples
Cumulative file information
Observations of former teachers (collected via interview)
Attendance / transfer records
Standardized tests and assessments
3. Observation and Reflection
Dialogue with CGU peers and advisors
Connecting classroom experiences to academic texts
4. Action Plans
Custom-made plans that identify specific academic goals for each student and the specific steps the intern will take to help make these goals a reality. (*verb-laden plans)
* Action Verbs (ideal for action plans)
adds denotes illustrates mentions questions
advises describes improves models rationalizes
answers demonstrates influences moves reacts
asks depicts inspires names recommends
asserts discourages interprets narrates recognizes
assesses encourages interviews negotiates reinforces
assists endorses introduces notifies rewards
assures enumerates justifies objects schedules
clarifies explains labels offers seeks
classifies evaluates leads organizes shares
collaborates explores learns outlines shows
compares expresses lectures persuades teaches
confirms features listens plans tells
confronts focuses lists predicts terminates
confuses formulates maintains promotes translates
considers frustrates mandates presents understands
contrasts furnishes manipulates probes visualizes
critiques guides maps promotes warns