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INFORMATION TO USERS While the most advanced technology has been used to photograph and reproduce thiB manuscript, the quality of the reproduction is heavily dependent upon the qualify of the material submitted. For example: • Manuscript pages may have indistinct print. In Buch cases, the best available copy has been filmed. • Manuscripts may not always be complete. In such cases, a note will indicate that it is not possible to obtain missing pages. • Copyrighted material may have been removed from the manuscript. In such cases, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, and charts) are photographed by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each oversize page iB also filmed as one exposure and is available, for an additional charge, as a standard 35mm slide or as a 17 "x 23" black and white photographic print. Most photographs reproduce acceptably on positive microfilm or microfiche but lack the clarify on xerographic copies made from the microfilm. For an additional charge, 35mm slides of 6”x 9” black and white photographic prints are available for any photographs or illustrations that cannot be reproduced satisfactorily by xerography. 8707181 Rftenburgh, Margaret Louise THE CONTEXT OF EARLY ADOLESCENT LEARNING IN SCHOOL AND COMMUNITY: A RURAL SCHOOL ETHNOGRAPHY Michigan Sfafe University Ph.D. 1986 University Microfilms International300 N. Heeb Road, Ann Arbor, Ml 46106 Copyright 1986 by Ritenburgh, Margaret Louise All Rights Reserved PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a checkV . mark 1. Glossy photog raphs or ______pages 2. Colored Illustrations, paper or_______ print 3. Photographs with dark background_____ 4. Illustrations are poor copy_______ 5. Pages with black marks, not original______ copy 6. Print shows through as there is text on both sides_______ of page 7. Indistinct, broken or small print on several pages^ 8. Print exceeds margin requirements______ 9. Tightly bound copy with print lost_______ in spine 10. Computer printout pages with indistinct_______ print 11. Page(s)____________ lacking when material received, and not available from school or author. 12. Page(s) seem to be missing in numbering only as text follows. 13. Two pages num bered . Text follows. 14. Curling and wrinkled p______ ag es 15. Dissertation contains pages with print at a slant, filmed as received 16. Other______________________________________________________ University Microfilms International THE CONTEXT OP EARLY ADOLESCENT LEARNING IN SCHOOL AND COMMUNITY! A RURAL SCHOOL ETHNOGRAPHY By Margaret Louise Ritenburgh DISSERTATION Submitted to Michigan State University in partial.fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1986 Copyright by MARGARET LOUISE RITENBURGH 1986 ABSTRACT THE CONTEXT OF EARLY ADOLESCENT LEARNING IN SCHOOL AND COMMUNITY* A RURAL SCHOOL ETHNOGRAPHY By Margaret Louise Ritenburgh In order to portray early adolescent schooling in rural America, a single seventh-grade science class in a small school in the Upper Peninsula of Michigan was observed for 35 hours over a period of six months by the researcher utilizing participant-observer methods of fieldwork research* Four of these sessions were tape recorded. A student survey focusing on study methods was administered. In addition, the researcher conducted several formal and informal teacher and student interviews. Comparisons were facilitated through observations of the subject seventh graders in their other classes and of the only other seventh-grade science section in the school. Participant-observation was extended into the school and community, as were the interviewing activities. Much classroom, school, and community data were gathered to aid in understanding and portraying the setting. The report focuses on the educational activities of the teacher and her students in the classroom. Three of those students were mainstreamed special education students. One unit of instruction is described in detail* A unique aspect of the study is that the researcher is an itinerant special education teacher consultant serving, among others, the school where the research was conducted* This differs from the usual "outsider" statuB of fieldwork researchers. The research process is examined with regard to the feasibility of the utilization of fieldwork research methods by a professional in his/her own work place. To Jerry and Ann, David, Donald, and Amy ii ACKNOWLEDGMENTS The feeling of accomplishment that one experiences upon completion of a study such as the one reported herein is accompanied by feelings of gratitude to many individuals without whose contributions this successful conclusion would not have come about* I have been most fortunate in the support I have received. The members of my doctoral committee were always willing to accommodate the rather unique problems I encountered by living in the Upper Peninsula (U.P.) of Michigan while pursuing a graduate degree from Michigan State University, about eight hours away by car. Dr. Charles A. Blackman, committee chairman, believes that the mission of a state university is to serve all the people of that state. Acting on that belief, he has been instrumental in structuring a doctoral program for U.P. students which combines course offerings in the U.P. with study on campus. As a part of that program. Dr. James L. Buschman taught a comprehensive course on fieldwork research which provided me with a new way of looking at my world and its people and institutions. His guidance and encouragement in my research have been invaluable. Dr. Samuel A. Moore has sharpened my research skills with his probing questions and scholarly iii discourse. Dr. Ben A. Bohnhorst has, with his timely direction, likewise contributed to the insight I was able to develop with regard to this study. My fellow students/researchers — especially June Schaefer, Jeff Miller, and Bill Korpela — have unselfishly shared their information, experience, and time to encourage and help me in my endeavors. We have learned, and thereby grown, together; it has been an exciting experience. "Mrs. Randall" and her seventh-grade science class contributed to a rich research site. I cannot adequately express the gratitude I feel toward Mrs. Randall for her unqualified sharing. Her professionalism promoted my easy entry into the research site, as neither her administrators nor her co-workers questioned her judgment in allowing me to study her classroom. Likewise, I feel her hospitable example precipitated the students' acceptance of my presence * Both the superintendent and the director of special education of the intermediate school district in which I am employed maintained an interest in my project, encouraged my efforts, and facilitated my research by allowing me to alter my work week to accommodate data-gathering in my site. 1 am grateful to my sorority sisters in Delta Kappa Gamma who honored and shared in my work by awarding me state and local scholarships to help finance my dissertation credits. Most of all, I am indebted to my husband, Jerry, who believed in my abilities long before X did and who has provided many forms of support for my educational pursuits for all of our 24 years of marriage. Without him, none of this would have been possible. Our two older children, Ann and David, have cheerfully worked long hours while carrying full academic loads at their respective colleges, significantly easing the financial burden of having three family members in college at the same time. Donald has been very patient in sharing his computer knowledge with me, thereby enabling me to more efficiently and effectively manage the research data. Amy has taken on many household tasks to allow me time to carry on my study. I love, appreciate, and thank my family. v PREFACE The hardy pioneers who founded Pine Forest in hopes of building better lives for themselves and the generations to come would consider the Pine Forest Schools a dream come true. They would approve of the modern buildings; the sleek, yellow buses; and the nutritious hot lunch program. They would be amazed at the instructional materials, from the array of colorful books to the technology of the audiovisual equipment. They would be in awe of the level of training of the teachers. They would think it wonderful that almost all young people complete high school. They would be happy that so many of their descendants have the opportunity to attend trade schools, colleges, and universities. In short, they would be proud of the progress made since the one-room schools of their day. On the other hand, they would be happy that some things about the community have not changed appreciably over the years. The countryside still retains its natural beauty. The people still revere God and Country. Honesty and industriousness are still respected. Pine Forest remains a nice place to live and to raise a family. In other words, the times have changed but the basic values vi remain the same. The school reflects these values. The facilities and equipment are modern, yet conservative; they are carefully maintained by conscientious stewards of their district's resources. Staff members and students have a sense of purpose. Parents and others in the community are involved and supporting. Indeed, there is a strong sense of school and