Teacher Education Internship Program. Co-Directors Lisa Loop Dr. Anita P. Quintanar Dr. DeLacy Derin Ganley. The Ethnographic Narrative Project. Teacher Education Claremont Graduate University 2007/2008 Cohort Revised Aug 2006.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Dr. Anita P. Quintanar
Dr. DeLacy Derin Ganley
Claremont Graduate University
Revised Aug 2006
Who we are –that is, our values, our experiences, our perspectives– determines the foundation of our teaching. Accordingly, reflecting upon who we are is a process by which we can develop our teaching. The Ethnographic Narrative Project is all about reflection and sense-making.
Ethnographic narratives allow the investigator to describe and analyze the practices and beliefs of cultures and communities. The focus is to understand the culture or community from a participant observer perspective that takes into account the insider’s and the outsider’s perspective (modification of D. Mertens, 1998, p. 164).
The inquiry is guided by the investigator’s “mental models” (Senge, 1990); that is, it is guided by the researcher’s own paradigm and/or theory about the way things are. But, with this type of research, one’s paradigm is continually evolving because when presented with data that does not “fit” his/her original model, the researcher must be willing to abandon or modify his/her paradigm.
Ethnographic narratives allow the researcher to observe a complex world in a way so he/she can describe the interrelationships among previously unknown themes and patterns and, in turn, in a way that expands and informs the researcher’s own perspective.
Look at the SPIRIT of these questions. They are meant to give you a sense of the KINDS OF QUESTIONS you should be seeking to answer in each section. They are not Q&A prompts meant to be answered in a paragraph or two.
Term 1’s Focus:
Introduction to teaching, including an introduction to lesson plans; classroom management; CA content standards; Education Specialist standards (Level I, mild/moderate); Teacher Performance Expectations & Tasks (TPEs and TPAs); etc.
2. Why do I want to be an educator?
1. What have been my own (and my family’s) attitudes toward school? What’s my story?
Fall Term in TLP II
Fall Term’s Focus:
Instruction that supports academic success for all (with special attention given to strategies for teaching non-native English speakers).
At least three of the five students should be students for whom school has been least successful.
Special needs student (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.Part B: Who are my students?
To answer this question, interns focus on five specific students.
Q: What if I can’t find five students who meet the suggested criteria?
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.
1. Who is my student?
2. What is my student’s academic “story?”
3. Given my growing sense of the student, what is my plan for bringing about academic success?
1. Interviews & Field Visits
2. Scholarly Artifacts & “Footprints”
4. Student Achievement Plans
3. Observation & Reflection
introduces*Action Verbs(ideal for action plans)
Spring Term in TLP III
Spring Term’s Focus:
Gaining familiarity with a larger societal framework via analysis of the schools and communities in which the interns work.
2. What school policies & practices shape my school’s culture and/or identity?
3. What are other influences (including district, state and federal policies & practices) that impact my school?
4. What kind of resources & support does my school have?
1. What is it like to be on my campus?
2. What school policies & practices shape my school’s culture and/or self-identity?
3.Other Influences: What are other influences (including district, state and federal policies & practices) that impact my school?
4. What kind of resources and support does my school have?
1. What is my community’s history?
2. How can I describe the community so my reader has an accurate sense of it?
3. What are my community’s resources?
4. What are my community’s aspirations and concerns?
5. What community events have I attended?
Part E: Summative Follow-upWhat has the year been like for my five ethnography students?
1. Follow-up assessment of student learning & progress: What has the year been like for my student? How has he/she developed/not developed?
Towards the end of the Spring Term, you will write a Preface to your ethnography.
AFTER YOUR FACULTY ADVISOR HAS GIVEN YOUR ETHNOGRAPHY FINAL APPROVAL, you will bind the Preface and Parts A-E. One of the bound copies is kept at CGU. The other is returned to you by the Faculty Advisor.
Part F of the ethnography will be written in TLP IV but will not be included in the bound copy.
In the past, most interns have used a commercial printing place (like Kinko's or King’s Copy) to have their ethnographies spiral bound.
The Preface is an author’s note to the reader. It goes before Part A. It is generally short (five pages maximum), and it prepares the reader for the text. It is written from the perspective of the author after he/she has completed his/her manuscript.
What was this project all about? Consider explaining each part and its focus.
What did you learn from doing this research? What is the value of this project, especially for new teachers?
What did you learn from your internship?Preface: An Introduction to the Ethnographic Narrative Project
Final Summer in TLP IV
Reflections on lessons learned from practice and scholarship
Choose one or more of the following topics. Address in 10-15 pages.
2. Your Experiences
3. Larger social/cultural/political/ economic context & education
4. Vision & Personal Philosophy
F. Reflection: Lessons Learned
E. Students: Summative Follow Up
B. Student’s Academic History
0. Preface (written in Spring)
A First Term
C, D, E + Preface SPRING
F Final Summer
Course packets or articles
Adult comments (i.e., comments made by peers, parents, etc.)
Accountability data on your school
Nitty-gritty Instructions:References -vs- Data
Nitty-gritty Instructions:Expectations of Graduate-Level Scholarly Writing
Because it helps interns develop the skills and perspectives needed to become a good teacher.
See your Faculty Advisor!
Lisa Loop, Director of Advancement & Administration
Dr. Anita P. Quintanar, Director of Student Programs & Faculty Development
Dr. DeLacy Derin Ganley, Director of Curriculum & Research