'Country School Research Critique\r'

'Qualitative prove rating Eleanor Vernice Siyon u7a1 Capella University Quarter & stratum: Summer 2012 Address (optional): City, State, Zip (optional): Ph atomic number 53 (optional): electronic mail: [email protected] edu Instructor:Pat Ryan Qualitative ascertain Evaluation The adept- teacher country nurture is more(prenominal) often than non the past bore of the American rearingal institution. This ane teacher setting was characteristic of the course session touch on used by students to â€Å"recite” to the teacher what hotshot had in condition(p) from their lessons.The teacher characteristically would ask hesitations of their students during their deal to glean the settlements and evaluate the progress of their students. Traditionally these classrooms consisted of multi-age, multi-grade take aim all situated in one classroom with one teacher. This evaluation is almost one such(prenominal) educational system in the state of Nebraska. It is an ethnographical understand title â€Å" Notes on a re earth nurture Tradition: Recitation as an undivided Strategy” The stated role of this line of business was to make up the practices of some of the one-teacher schools and to determine what may be learned from them.This evaluation will proceed by evaluating the hardness and effectiveness of this research in its relation to the interest categories within the study. The categories are as follows: the enigma statement, recapitulation of the literature, the purpose statement and key phenomenon, validity of the info collection, validity of data analysis and settleings, and the quality of typography and its consistency with the qualitative criteria. 1 Evaluation of the appellation The title of the study â€Å" Notes on a rural School Tradition: Recitation as an somebody Strategy” This title does not ricochet the of import phenomenon being studied.\r\nFeature Article Country School Allen CurnowThe c entral phenomenon is the investigation of class period in a one-teacher school as a copy and operable response to the conditions of smallness, and it’s interrelationship to parental and confederacy expectations, along with the inevitable transfer of these students to larger mediate and secondary schools in an environment in falsifying of their style of life history at a clock time of rural affable and economic decline. The title does reflect the site (country school) and the people. 2 Evaluation of the Problem direction The reason does oblige an educational pick out to study, though not clearly stated in the problem statement.It may be assumed due to the position that m each of the children taught in this class period method in the small schools went on to do very rise in the large secondary and middle school settings. Therefore, a comparison of this small school climax and the differing large school approach is worthy of gain educational study. I believe that the author has provided yard that this issue is important because of the research that is stated about the benefits of smaller schools and the success of the students once they leave the one class environment.There is an indication that the author has located this issue through past research as he mentions the unlike literature that he has read in the past about this subject matter. I expression that this study may have been more effective as a mixed design approach. The ethnographic design did give an sensitive insight into the determine of the rural people and the day to day activities of the students and teacher. It was likewise very helpful to look out firsthand how the recitation process worked.But there are other variables in the problem statement such as: recitation as a in operation(p) response to smallness, conservativism toward experience and learning, and parental and federation expectations. An indication of how these variables fit to the acceptance of t his method of education may have been handled more effectively with a correlational approach. The assumptions of the study seem to be more reproducible with a mixed methods approach. 3 Evaluation of the Re judgment of the lit The author does bewilder reviews on the effects and various studies regarding class sizing.I do not believe he provided literature that specifically analyzes his research problem. I as well as felt his literature base was scant. But he does state that very little if any existed for the one teacher one class school room. The study does follow the APA style. 4 Evaluation of the Purpose and look Questions The purpose and research misgivings were not fully unembellished to me. I have an idea of what he was attempting to answer but I feel his questions and purpose was broken in the narrative and I felt as if I was interlingual r overthrowition a very provoke falsehood about a rural school.Perhaps this author attempted to answer the purpose within the narrat ive. If he did so, I don’t feel the question was fully expressed or answered. I see no evidence of subquestions whatsoever 5 Evaluation of Data Collection The data collection was preferably informative. It gave daily schedules and also listed the children, their ages, grades, studies, and gave backgrounds about family histories, etc. I feel that the data collection is very compreh discontinueible and clearly specified with adequate titles and understandable tables. They were an well-fixed read.The author shows evidence of using protocol as his data is arranged in an orderly and form fashion that matches what one is reading at the time. 6 Evaluation of Data Analysis and Findings The author did an excellent job in putting the text into themes. I am not convinced that his categories did enough to touch base his central phenomenon. The author did get a atomic reactor of useful quotes from the teacher, parents, and students which showed support for this way of life. denary layer themes were derived in terms of why the parents and the teacher vox populi this was the best form of education. I did not find that the findings fully answered he research questions. In the end the question of recitation as a operable response to smallness was just not clear to me. In fact I saw it more as a function of tradition and a desire of the corporation to stick with what works for them. The findings were did not match the research problem therefore they were not accurate. The author in my opinion, started with one central question and somehow put together something else which amounted to a view of a country school and the impact on the cty and students and teacher on a daily basis. Multiple perspectives were not explored in terms of those outside of this community.All findings were delineate in narrative discussions. 7 Evaluation of the penning This account was written persuasively and convincingly. It was written from a first person hitch of view consistent wit h the qualitative research design. The writing was lively and there was use of the various literary approaches such as metaphor, simile, and various other literary details. The author carefully and figuratively describes the settings in a number of instances. He also carefully describes the physical appearance of at least one child to the delight of the reader.I enjoyed reading it as it read like an exciting story and gave me a delightful look into the educational, and daily life of the participants. The study is written from a personal point of view and it is written appropriately for the intended audience which is a journal entry. 8 Conclusion I really enjoyed reading this study. But in the end I felt that the author did not present his research in such a way that shed any light on his central question. If his purpose was just to show us the whole works of the one-class system and why the rural community cute it to stay he accomplished his mission.But his central purpose state s that: â€Å" I investigate the residual form of the recitation in a modern one-teacher school in rural Nebraska as a patterned response to the conditions of smallness. Conservative in its orientation toward knowledge and student learning, the recitation is explored as a functional response to the context of smallness, implicit parental and community expectations, inevitable student transfer to large grade middle and secondary schools, and its symbolic defense of community at a time of rural social and economic decline. I could not find any indication that recitation was a patterned response due to conditions of smallness or as a functional response to the context of smallness. References Barker, R, & Gump, P. (964). forged school, small school: High school size and student behavior. Stanford CA: Stanford University Press. Cohen, D. K. (988). Teaching practice: positivist ca change … In P. W. Jackson (Ed. ), contribute to educational change: Perspectives on research and practice (pp. 27-84). Berkeley, CA: McCutcheon. Cuban, L. (1994). How teachers taught: Constancy and change in American classrooms.New York: Teachers College Press. Darling-Hammond, L. (1997). The right to learn: A blue-printfor creating schools that work. San Francisco: jossey-Bass. DeWalt, M. (997). One-room school: legitimate trend in public and private education (Research Report). Rock Hill, SC: Winthrop University. Drabenstott, M. (1999, 1st Quarter). Consolidation in U. S. agriculture: The new rural landscape and public policy. Federal Reserve Bank of Kansas City frugal Review. Elmore, R E (996). Getting down to graduated table with good educational practice. Harvard Educational Review, 6\r\n'