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Part B: Students Who are my 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. Student Selection 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. Guiding Questions 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 One-on-one student interviews Parent interviews Peer interviews Student shadowing Home visits Neighborhood / community events Surveys 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 Journals Anecdote logs 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 |
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