An Ethnography of a Middle School Language Arts Class
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For an additional charge, all photographs are available In black and white standard 35mm slide format.* •For more information about black and white slides or enlarged paper reproductions, please content the Dissertations Customer Services Department UniwrHrty MktrofihuH International 8602992 Dorsey, Sharon Rae AN ETHNOGRAPHY OF A MIDDLE SCHOOL LANGUAGE ARTS CLASS The Ohio State University Ph.D. 1985 University Microfilms International 300 N. Zeeb Road. Ann Arbor, Ml 48106 Copyright 1985 by Dorsey, Sharon Rae All Rights Reserved AN ETHNOGRAPHY OF A MIDDLE SCHOOL LANGUAGE ARTS CLASS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Sharon Rae Dorsey, B.S., M.A. * * * * * The Ohio State University 1985 Dissertation Committee: Approved by Dr. Donald Bateman Dr. Patrick Mullen Adviser Dr. Frank Zidonis Department of Educational Theory and Practice Copyright by Sharon Rae Dorsey 1 985 To Dad, Mom, Tim, Don, Nancy, Sheila, and the students in fifth and seventh period language arts ACKNOWLEDGEMENTS I would like to acknowledge the many people that helped make this publication possible. Although the researching and writing of a dissertation are long, lonely tasks, I was fortunate to have a broad support base. My committee insured that the process was an educational esperience. Dr. Donald Bateman, my adviser, lent support throughout, conveying the confidence that I could produce a research document significant to the field of language arts. Dr. Patrick Mullen carefully read each draft, giving valuable direction on methodology and analysis. His comments were always thought provoking and useful. I also thank Dr. Frank Zidonis for his reactions to the dissertation and his willingness to serve on the reading committee. My greatest debts for completion of the research project are owed to two persons, Sheila Cantlebary and Nancy Mack. Sheila was a motivating force during the research phase. Nancy offered invaluable guidance and direction during the writing of the document. Both women gave unselfishly of their time and expertise often at great inconvenience to themselves and their families. iii Their commitment to this project could not be overesti mated. It was only through both of these people's open ness, honesty, and inquiring minds that the project was accomplished. Sheila, Loren Santiago, and the fifth and seventh period language arts students shared their teaching and learning experiences for one academic year. Together they taught me more about the learning process and the acqui sition of knowledge and skills than any college professor or textbook. Loren nudged me into the world of computer technology changing my composing process forever and initiating an awareness of the impact of these machines on writing in general. I thank Sheila, Loren, and the students for permitting me to share their writing and learning with others. Nancy, a fellow graduate student and teaching assis tant in the teacher researcher group, made the writing process less lonely through her weekly meetings where we exchanged dissertation drafts. She played the role of an editor and indepth reader, making me feel like a real writer. Hor knowledge of dialectical theory and the wri ting process kept me on the right track. Nancy's expertise lead to a more lucid, readable, and knowledgeable document. I am most grateful for the cooperative effort between the Columbus Publis Schools and the Ohio State University. iv Their joint sponsorship of the middle school researcher group was very helpful to my research. The teachers in the group provided questions and suggestions that were useful to the project. Jane Pratt, Betty Herb, and Bobbie Brooks supplied necessary computer information, software, and equipment for both the student ethnography and mine. Pam Scholz and Nick Macioci need to be thanked for permitting pilot studies to be done in their respective classrooms. These studies paved the eay for the rigors of the year long ethnographic research done in Sheila's class. My thanks go to my colleagues, friends, and relatives. My mother and father provided basic moral support. My father typed half of the document and most of the figures. Dorothea McCloskey typed two of the more difficult figures. I must also thank Tim Best for his support and patience throughout the project as well as his editing of the final document. Shirley Palumbo never gave up hope and always gave encouraging words. v VITA June 12, 1947 ............... Born - Toledo, Ohio 1968 ........................ B.S., Bowling Green State University, Bowling Green, Ohio 1968-1977 .................... Teacher, Columbus Public Schools, Columbus, Ohio 1971 ........................ M.A., The Ohio State University, Columbus, Ohio 1977-Present ................ Resource Teacher, Reading Department, Columbus Public Schools, Columbus, Ohio 1985.......................... Instructor, University of Dayton Graduate Program, Capital University, Columbus, Ohio PUBLICATIONS Article entitled "A Little 'Theme1 Music in the Language Arts Classroom," in Ohio Media Spectrum, Vol. 35, No. 2, Summer, 1983. Co-author, Columbus Public Schools' Course of Study, read ing section, 1979 and 1985 Co-author, Columbus Public Schools' Reading Curriculum Guide, 1980 Co-author, Columbus Public Schools' Reading Development Program, instructional component of the desegrega tion plan, 1978 vi FIELDS OF STUDY Major Field: English Education Studies in English Education. Professor Donald Bateman. Studies in Folklore. Professor Patrick Mullen. Studies in Reading. Professors Frank Zidonis and Victor Rentl. Studies in Qualitative Research. Professors Gary DeVoss and Donald Sanders. vii TABLE OF CONTENTS DEDICATION ............................................ ii ACKNOWLEDGMENTS ........................................ iii VITA ................................................... vi LIST OF F I G U R E S ........................................ xi CHAPTER PAGE I. INTRODUCTION 1 The Year of Teaching Dangerously: Writing and Learning for R e a l .................... 1 Beginning-Seeds ........................... 2 Best Laid P l a n s ........................... 6 Setting .................................... 9 The Methodology and its Limitations. 13 D o u b t s ...................................... 19 Participants ............................... 20 S h e i l a ................................. 21 S h a r o n ................................. 24 L o r e n ................................. 31 Stud e n t s............................... 34 Planning Sessions ........................ 45 Student Assignmentsand Grading............ 46 Ethnography ........................... 46 Letter Writing ........................ 53 Other Assignments...................... 54 Grading................................. 59 Classroom Management ......... ...... 63 II. THE COMMUNITY OF LEARNERS .................... 68 Introduction ............................... 68 The C l a s s r o o m ............................. 69 Interpretation of Classroom Story......... 81 Individual and Group Motivation in the Community............................. 81 The Community as a Source of Learning. 85 Evolution of Community of Learners .... 92 vii i III. THE TEACHER AS L E A R N E R........................... 105 Introduction ............................... 105 The Classroom Story........................... 108 Learning of Teachers ...................... 129 Over v i e w..................................129 Nature of Learning.......................131 Overview Chart ........................ 133 Teachers Learning About Students . 136 Students writing aided when they had a real purpose and a real audience other than the teacher . 136 Students writing aided by "mid writing input" from peers .... 144 Students want to have their writing published and reacted to. 150 Students must have ownership of their w r i t i n g .......................152 Students who