Country School Research Critique

Qualitative Study military rank Eleanor Vernice Siyon u7a1 Capella University Quarter & twelvemonth Summer 2012 Address (optional) City, State, Zip (optional) Phone (optional) E-mail emailprotected edu InstructorPat Ryan Qualitative Study Evaluation The one- instructor country enlighten is gargantuanly the past practice of the American educational institution. This one teacher setting was characteristic of the recitation process accustomd by students to recite to the teacher what one had intimate from their lessons.The teacher characteristic solelyy would ask questions of their students during their process to glean the answers and evaluate the progress of their students. Traditionally these kinspersonrooms consisted of multi-age, multi-grade level all situated in one crystalliseroom with one teacher. This evaluation is about one such educational system in the state of Nebraska. It is an ethnographic work title Notes on a Country direct Tradition Recitation as an Individual Strategy The stated conclusion of this study was to batch the practices of approximately of the one-teacher inculcates and to determine what may be learned from them.This evaluation will proceed by evaluating the validity and strong suit of this research in its relation to the following categories within the study. The categories are as follows the work statement, review of the literature, the habit statement and rudimentary phenomenon, validity of the data collection, validity of data analysis and findings, and the quality of writing and its congruity with the qualitative criteria. 1 Evaluation of the Title The title of the study Notes on a Country inculcate Tradition Recitation as an Individual Strategy This title does not reflect the central phenomenon be studied.Feature ArticleCountry SchoolAllen CurnowThe central phenomenon is the investigation of recitation in a one-teacher school as a patterned and functional reaction to the conditions of smallness, and its int errelationship to parental and community expectations, along with the inevitable transfer of these students to larger meat and secondary schools in an environment in defense of their representation of life at a time of rural social and stinting decline. The title does reflect the order (country school) and the people. 2 Evaluation of the Problem Statement The author does have an educational put under to study, though not clearly stated in the problem statement.It may be assumed payable to the fact that many a(prenominal) of the children taught in this recitation method in the small schools went on to do precise well in the large secondary and middle school settings. Therefore, a comparison of this small school approach and the differing large school approach is worthy of further educational study. I believe that the author has provided evidence that this issue is important because of the research that is stated about the benefits of smaller schools and the success of the stu dents 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 versatile literature that he has read in the past about this subject matter. I thumb that this study may have been more(prenominal) beneficial as a combine aim approach. The ethnographic design did give an excellent insight into the values of the rural people and the day to day activities of the students and teacher. It was also very helpful to see graduationhand how the recitation process worked.But there are other variables in the problem statement such as recitation as a functional reception to smallness, conservatism toward friendship and learning, and parental and community expectations. An indication of how these variables correlate to the acceptance of this method of education may have been handled more effectively with a correlational approach. The assumptions of the study seem to be more consistent with a mixed method s approach. 3 Evaluation of the Review of the Literature The author does present reviews on the effects and various studies regarding class size.I do not believe he provided literature that specifically analyzes his research problem. I also matt-up 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 Research Questions The subprogram and research questions were not richly apparent to me. I have an idea of what he was attempting to answer scarce I feel his questions and purpose was lost in the narrative and I felt as if I was reading a very interesting story about a rural school.Perhaps this author move to answer the purpose within the narrative. If he did so, I dont feel the question was fully expressed or answered. I see no evidence of subquestions whatsoever 5 Evaluation of entropy Collection The data collection was quite 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 understandable and clearly specified with adequate titles and understandable tables. They were an easy read.The author shows evidence of using protocol as his data is arranged in an orderly and organized carriage that duades 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 relate his central phenomenon. The author did get a lot of useful quotes from the teacher, parents, and students which showed support for this way of life. Multiple layered themes were derived in terms of why the parents and the teacher thought 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 functiona l repartee to smallness was just not clear to me. In fact I saw it more as a function of tradition and a desire of the community 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 represented in narrative discussions. 7 Evaluation of the Writing This account was written persuasively and convincingly. It was written from a first person point of view consistent with 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 numb er 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 in reality 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 workings of the one-class system and why the rural community wanted it to bridle he accomplished his mission.But his central purpose states that 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 re citation is explored as a functional response to the context of smallness, implicit parental and community expectations, inevitable student transfer to large graded 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). Big school, small school High school size and student behavior. Stanford CA Stanford University Press. Cohen, D. K. (988). Teaching practice Plus ca smorgasbord In P. W. Jackson (Ed. ), Contributing to educational change Perspectives on research and practice (pp. 27-84). Berkeley, CA McCutcheon. Cuban, L. (1994). How teachers taught assiduity and change in American classrooms.New York Teachers College Press. Darling-Hammond, L. (1997). 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