ERIC Number: ED208096
Record Type: Non-Journal
Publication Date: 1981-Feb-5
Reference Count: N/A
Ethnographic Monitoring of Children's Acquisition of Reading/Language Arts Skills In and Out of the Classroom. Volumes I, II, and III. Final Report.
Hymes, Dell H.; And Others
Student acquisition of reading and language arts skills was monitored ethnographically in a study of several schools in a largely black setting in Philadelphia, Pennsylvania. Fundamental to this extensive study was the development and maintenance of cooperative relationships with the urban schools being investigated. The ethnographic monitoring process itself involved three steps: (1) consultation with teachers to identify issues of concern; (2) observation of behavior relevant to these issues; and (3) the sharing of findings with teachers and school officials. The acquisition of reading and language skills was examined from several perspectives which included community involvement, parent teacher relations, instructional techniques, and administrative effect. It was intended that the results of these inquiries would be provided to school personnel and regarded as contributions in a mutual research effort. This reciprocal relationship between researchers and school personnel was evaluated and suggestions were made to improve the efficacy of their interaction. (APM)
Descriptors: Administrator Role, Black Students, Disadvantaged Youth, Educational Research, Elementary Secondary Education, English Instruction, Ethnography, Language Acquisition, Native Language Instruction, Parent Teacher Cooperation, Reading Achievement, Reading Instruction, Reading Skills, Research Utilization, School Community Relationship, Urban Schools, White Students
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pennsylvania Univ., Philadelphia. Graduate School of Education.
Identifiers - Location: Pennsylvania (Philadelphia)