ERIC Number: ED250933
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Expanded Awareness of Student Performance: A Case Study in Applied Ethnographic Monitoring in a Bilingual Classroom. Sociolinguistic Working Paper Number 60.
Carrasco, Robert L.
The case study of the use of a classroom observation technique to evaluate the abilities and performance of a bilingual kindergarten student previously assessed as a low achiever is described. There are three objectives: to show the validity of the ethnographic monitoring technique, to show the value of teachers as collaborating researchers, and to demonstrate how information gathered in a natural classroom setting is useful as immediate feedback and can be incorporated into ongoing planning. Ethnographic monitoring, or focused ethnography, takes personal observation of social behavior and constructs a social theory of the working of a particular culture in terms as close as possible to the way its members view the universe and organize their behavior, and focuses on particular aspects of variation in observations that are theoretically and practically salient. The approach was applied here by videotaping a low-achieving student's behavior outside the teacher's view and immediately presenting it to the teacher, expanding her awareness of the child's communicative competence and other positive social qualities. The process resulted in an improved student-teacher relationship, changed instructional strategies and teacher expectations, and improved student performance. (MSE)
Descriptors: Academic Ability, Bilingual Education, Bilingual Students, Case Studies, Classroom Observation Techniques, Communicative Competence (Languages), Ethnography, Kindergarten, Low Achievement, Preschool Education, Student Evaluation, Teacher Attitudes, Teacher Effectiveness, Teacher Student Relationship, Videotape Recordings
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Southwest Educational Development Lab., Austin, TX.
Note: Paper presented at a colloquium at the Institute for Research on Teaching, College of Education, Michigan State University (East Lansing, MI, October 5, 1978), and at the Annual Meeting of the American Anthropological Association (Los Angeles, CA, November 17, 1978).