Education Commons^™

Development Of The Processfolio: Promoting Preservice Music Teacher Reflection Through Authentic Assessment., Jason M. Silveira, Julie Beauregard, Tina Bull

Julie Beauregard

Cultural Norms Of Clinical Simulation In Undergraduate Nursing Education, Susan G. Mcniesh

Susan McNiesh

Simulated practice of clinical skills has occurred in skills laboratories for generations, and there is strong evidence to support high-fidelity clinical simulation as an effective tool for learning performance-based skills. What are less known are the processes within clinical simulation environments that facilitate the learning of socially bound and integrated components of nursing practice. Our purpose in this study was to ethnographically describe the situated learning within a simulation laboratory for baccalaureate nursing students within the western United States. We gathered and analyzed data from observations of simulation sessions as well as interviews with students and faculty to produce a …

"I Want To Do More And Change Things": Reframing Cte Toward Possibilities In Urban Education, Korina Jocson

Korina Jocson

Using Ethnography To Understand Twenty-First Century College Life, Constance A. Iloh, William G. Tierney

Constance Iloh

Ethnography in the field of postsecondary education has served as a magnifying glass bringing into focus university culture and student life. This paper highlights the ways in which ethnography is especially useful for understanding more recent dynamics and shifts in higher education. The authors utilize existing literature to uphold the relevancy of ethnography, while exploring its opportunities for research on adult students, online education, and for-profit colleges in particular. They conclude with methodological recommendations and directions for both qualitative research and higher education scholarship.

Islam And The Everyday Life Literacy Practices Of Newly Literate Moroccan Women, Reddad Erguig, Laura A. Valdiviezo

Laura A. Valdiviezo

No abstract provided.

Faculty In The Mist: Ethnographic Study Of Faculty Research Practices, Marilyn R. Pukkila, Ellen L. Freeman

Marilyn R. Pukkila

A report on ethnographic research on college faculty research and teaching methods, with their use of information resources, library services, technology, and academic IT support.

Broom Closet Or Fish Bowl? An Ethnographic Exploration Of A University Queer Center And Oneself, Eric D. Teman Ph.D., Maria K. Lahman Ph.D.

Eric D Teman, J.D., Ph.D.

I Just Like Guys(Girls), Eric D. Teman Ph.D.

Eric D Teman, J.D., Ph.D.

Now, He's Not Alive, Eric D. Teman Ph.D.

Eric D Teman, J.D., Ph.D.

Coherence, Contradiction And The Development Of School Science Identities, Stacy Olitsky, Linda Loman, Jessica Gardner, Markita Billups

Stacy Olitsky

This ethnographic study took place in a diverse eighth grade science classroom in an urban magnet school where students demonstrate significant variation in classroom achievement and participation. In this paper, we use an activity-theoretical framework to examine classroom events in order to identify and work toward reducing contradictions that can interfere with students developing positive school science identities. We discuss several contradictions for students in this classroom, including the conflicts between social and academic goals and the inconsistencies between science and math classes. We found that in situations where students could build and use social capital through learning science, they …

Knowing And Throwing Mudballs, Hearts, Pies, And Flowers: A Connective Ethnography Of Gaming Practices, Deborah A. Fields, Y. B. Kafai

Deborah A. Fields

No abstract provided.

Korean American Cultural Differences In Classroom Literacy Activities: Observations From An Ethnographic Case Study., Heriberto Godina Phd, Jeonghee Choi Phd

Heriberto Godina PhD

This study explores teacher-student perceptions about cultural differences and their influence upon classroom literacy activities. An ethnographic case method focuses on a Korean American student. Secondary participants include a parent, teacher, and classmates in a white Midwestern community. The study accentuates the generalizable discourse that neglects the complexity inherent to intercultural relationships in a changing elementary classroom. Implications include how multicultural children’s literature deemed appropriate for minorities can be problematically situated for effective instruction.

A Connective Ethnography Of Peer Knowledge Sharing And Diffusion In A Tween Virtual World, Deborah A. Fields, Y. B. Kafai

Deborah A. Fields

No abstract provided.

Ethnography And Evaluation: Their Relationship And Three Anthropological Models Of Evaluation, Brandon W. Youker Ph.D

Brandon W. Youker Ph.D

This paper examines the relationship between ethnographic research methods and evaluation theory and methodology. It is divided into two main sections: (a) ethnography in evaluation and (b) anthropological models of evaluation. Three levels of the leading anthropological models of evaluation are summarized, which include responsive evaluation, goal-free evaluation, and constructivist evaluation. In conclusion, (a) there is no consensual definition of ethnography; (b) in many circumstances, ethnographic evaluation models may be beneficial; and (c) ethnography can be used in evaluation but requires a high level of analysis to transform ethnographic data into useful information for eliciting an evaluative conclusion.

Contradictory Literacy Practices Of Mexican-Background Students: An Ethnography From The Rural Midwest, Heriberto Godina Phd

Heriberto Godina PhD

This ethnographic study explores the contradictory literacy practices of 10 high school students of Mexican background from the rural Midwest. The author uses the term Mexican background to encompass both settled Mexican Americans and recent-immigrant Mexicanos. Literacy is investigated through English and Spanish in a sociocultural context. Findings reveal how Mexican-background students demonstrate different literacy practices in their homes and communities than those acknowledged at school. Educators in the school setting did not recognize Mexican-background students’ linguistic proficiency. In school, Mexican-background students were viewed in terms of their limited-English status and were mostly enrolled in low academic tracks. At home, …