APLICACIÓN DE AFECTACIONES.
3.3.1 PROCEDIMIENTO DE EXPROPIACIÓN
What an incredible day! It started off a little rocky because I wasn’t feeling well. However, once I took a lot of medicine to help with motion sickness and the altitude, I was feeling so much better! I was very excited to have Alberto and Fernando as our guides for the day. They always seem to be welcoming and they do their best to make sure we are having a wonderful time. We were able to stop at a small local mart and pick up some supplies. Once again I saw the unrefrigerated eggs and thought that it was so funny! I really didn’t even think that was sanitary!
As I am walking through the store, I realize that even the items that are available in stores are dependent on the culture. Everyone seemed to be looking for peanut butter and it turns out that Ecuadorians do not eat it on sandwiches. They only cook with the peanut butter. So I loaded up on crackers and candy. *Side note: Ecuadorians do not generally use tampons. How crummy and incontinent is that. *
After the store we head towards the entrance of the national park. The
buildings are beautiful! Alberto tells us that this will be the only place where a bathroom is available—which stresses me out—so we should all go now. We also were able to go get hats and gloves from some local women who has set up shops in the building. I was so proud of myself because I was able to get the 7 dollar pink hat that I wanted down to 5! I was terrible at bargaining at the market the first one so I was glad I seemed to be improving my bargaining skills.
Table 3.2
Videos of Instruction at Santa Cruz
Other assignments completed include: an interview with a native Spanish speaker (see Figure 3.17) and a map engagement indicating locations we had lived and traveled including a brief explanation of the influences those places had on us (see Figure 3.18).
Videos of Instruction at Santa Cruz Date of Video
Morning Meeting 5/21/2013 Singing "Yellow Submarine" 5/21/2013
Caroline's Guided Reading Group 5/22/2013 5/28/2013 Researcher's Guided Reading Group 5/21/2013
People in the Community (2nd and 3rd Grades)
5/27/2013
Creating People in the Community 5/28/2013
Figure 3.16 Caroline’s Course Assignment: Personal Narrative Excerpt
Personal Education and Language Narrative
Since coming to [my university], I’ve been looking forward to having the opportunity to study abroad. Though many destinations and programs that exist at [my university], I knew that my greatest experience would come from a trip pertaining to education. I have always had a passion for teaching and sharing the love for learning with others. I want to have as many opportunities to share my enthusiasm with students all over the globe. I hope to use my study abroad experience as a stepping stone to other abroad opportunities in education. As I have become away of the changing demographics here in the so, I realize that I may need to broaden my horizons in order to be the best teacher. In order to understand and connect with my diverse students, I want to become more aware of other cultures. I truly want to become immersed in the Spanish language and culture. I cannot think of a better destination that Ecuador to have this
experience.
I believe that I will be well suited for this experience for a few reasons. First, I see myself as an extremely outgoing and adaptable person. I love meeting new people and learning from others. I know that I will quickly bond with the students and teachers in Ecuador, enabling me to maximize my learning experience. I also feel as though I am exceedingly open-minded. I am able to look at situations and opinions from multiple perspectives with great respect. I know that I will take a lot from the ideas and teachings given to me as a learner in Ecuador.
The knowledge that I have gained in my courses at [my university] and from various readings will assist me and my group when traveling to Ecuador. I have been extremely invested in my courses. Therefore, I feel as though I have retained a great deal of strategies that will help us when working with students. I know that successful learning begins when a classroom community is established. When students trust their teachers and peers to be respectful and they feel safe, they will be more likely to stay engaged and share their own personal knowledge. I will try and create this trust with the students I work with. I do expect to be challenged because of the language barrier and the short amount of time I’m there. However, I know that I will do my best to give these kids the most wonderful learning experience I can.
Caroline and I also completed readings and responses from the text
Bridging literacy and equity (Lazar, et al., 2012) as part of our required work for
study abroad (see Figure 3.19).
Figure 3.19 Excerpt from Bridging literacy and equity (Lazar, et al., 2012) Chapters 1, 2, 3, and 4 were completed prior to leaving for Ecuador. The
remaining three chapters were read and responded to once we arrived in Ecuador. After reading, conversations occurred where participants shared their thinking for each chapter. For each chapter read, we were encouraged to reflect based on conversations and connections we made, new learning, and shifts in our thinking (see Figure 3.20).
Figure 3.20 Researcher’s Reflection Excerpt from Bridging literacy and equity
(Lazar et al., 2012)
Caroline and I also had a culminating book reflection at the end of our journey with the following questions:
• Create a t-chart in your travel journal. On the left side, define deficit. On the right side, explain new understandings about deficit and why these understandings are important to being an effective teacher.
• What do you predict that you will do to recognize children’s “limitless intellectual capacities” and grow a new sense of connectedness between children of different languages and cultures?
• What new ways of motivating and engaging children have you learned to implement while at Santa Cruz? How do you plan to make these practices part of your teaching repertoire?
Classroom artifacts from Santa Cruz. Artifacts from cultural exploration,
planning and classroom work such as photographs, writing samples, and other items in response to study abroad and instruction designed during study abroad were collected in Ecuador. Photographs of the children’s work were taken (see Figure 3.21). Planning artifacts were also gathered (see Figure 3.22) that showed instructional engagements created through co-constructed lessons between Caroline and me.
Videos at David Turn Elementary School. Videos of joint planning
conversations, debriefings, and instruction were recorded at David Turn Elementary School were recorded using the same video equipment used in Ecuador. Videos of Caroline’s instruction occurred on most often on Thursdays. Lessons that were co- created between the researcher and pre-service teacher were videoed including a simulation engagement and a geography and immigration lesson. In addition, other lessons that Caroline planned independently were recorded (see Table 3.3).
Figure 3.22 Classroom Artifact from Santa Cruz School Table 3.3
Videos of Instruction at David Turn Elementary School
Videos of Instruction at David Turn Elementary School
Date of Video Writing Lesson 9/25/2013 Sharecropping Lesson 9/5/2013 Predict-a-Gram Lesson 9/11/2013
Shades of gray (Reeder, 1999)
Lesson
9/18/2013
Reader's Theater 10/31/2013 Geography & Immigration Lesson 11/6/2013
Community Building 11/7/2013
America's white table (Raven, 2005) 11/8/2013 Immigration Simulation 11/12/2013
Coming to America: The story of immigration (Maestro, 1996)
11/13/2013
Debriefings with Caroline reflecting on lessons taught and our planning videos were also recorded during her internship. Table 3.4 shows the debriefing and planning videos I captured with Caroline.
Table 3.4
Videos of Debriefing and Planning at David Turn Elementary School
Debriefing & Planning with Caroline Dates Post Ecuador Trip Interview 8/22/2013 Debriefing from Sharecropping Lesson 9/5/2013
Dandelions (Bunting & Shed, 2001)
Debriefing
9/26/2013
Planning for Full Two Weeks & with Coaching Teacher
10/31/2013
Bridging literacy and equity (Lazar et al.,
2012)
Discussion with Planning
11/4/2013
Debriefing 11/5/2013 Debriefing 11/6/2013 Debriefing from Community Building
Engagement
11/7/2013
Planning 11/11/2013
Course assignments for Internship I. Caroline was also responsible for the
completion of assignments during Internship I. Caroline was accountable for writing ten reflections she turned in at the end of each week with a culminating reflection at the end of her internship about her two full weeks of teaching (see Figure 3.23). Responding and conversing with Caroline about her reflections allowed me deeper insight into
connections. For instance, I asked her to discuss with me more about strategies she was using for her culturally diverse learners considering what we learned during study abroad. In a response to her weekly reflection I asked Caroline, “Why do you feel that integrating is such an important concept? Do you recall that we tried to integrate in Ecuador? Do you remember why we tried to integrate so much of our teaching?” (<Internals\\Weekly
Reflection\\Caroline Weekly Reflection September 20 2013>). I encouraged Caroline to
think about Co-generative conversations (Carambo & Stickney, 2009) were founded on Caroline’s written reflections. Three videos with accompanying reflections were an additional Internship I component that was collected.
Classroom artifacts from David Turn Elementary School. Relevant artifacts
were also collected during Caroline’s internship at David Turn Elementary School based on our planning. One of those artifacts included the Literacy Test that Caroline used during the simulation engagement she completed with her children. A photograph of this is shown below in Figure 3.24.
Figure 3.23 Course Assignment for Internship I: Excerpt from Caroline’s Full Two
Week Reflection
Figure 3.24 Classroom Artifact from David Turn Elementary School for Simulation
Caroline
Full Two Week Reflection
I am happy to say that my two week experience was the most wonderful part of the semester. I could immediately tell when I walked in that first day that it was going to be a lot of work, but incredibly rewarding. This immersion is such a critical part of the program. I think that it is necessary to put us in a situation as closely to what a full time teacher would experience so we can see how we will respond to the challenges.
One of the biggest challenges I had was time management. I really had to consciously think about how much time I spent working on one particular assignment with my students. I also had to consider how much time I spent planning, and if I was working wisely. I do know that some days I can just expect to be at school until 6 at night. However, I need to be aware of my time and make sure I use it efficiently. If I am being a responsive teacher, the patterns that my students are revealing during the school day will ultimately decide what I do the next day. Therefore, most of my planning, at least mentally, can occur while the students are at school and while I am taking notes.
In terms of time management during the actual lessons, I think that my back to back lessons, which were basically my full day teaching experiences, gave me a lot to think about. I realized that I can get easily carried away with the feedback that I am receiving from students. Especially when the feedback is on topic and the students are just eager to share. It was so rewarding for me to see this level of participation. However, I think it was easy for the students to lost track of say the original read aloud because they were bogged down by all the response.
Informal interviews. Interviews are one more way to collect data in a qualitative
study. Lincoln and Guba (1985) stated:
The purposes for doing an interview include, among other, obtaining here-and-
now constructions of persons, events, activities, organizations, feelings,
motivations, claims, concerns, and other entities; reconstructions of such entities as experienced in the past; projections of such entities as they are expected to experienced in the future…. (p. 268)
Informal interviews were conducted with Caroline three times during the course of this study. In May, upon arrival in Ecuador, I conducted an informal interview with Caroline to gain insight into her teaching and cultural perspectives. In August, prior to beginning Internship I, I conducted a post-travel informal interview to explore Caroline’s new understandings based on her study abroad and perspectives regarding how that information might be used during Internship I (see Appendix B). This interview was recorded via video. An informal exit interview occurred in November before the end of Caroline's internship (see Appendix C). This was used to capture new insights from Caroline based on all her experiences. The next section will explain data analyses and the use of the constant comparative method.
Data Analyses: Constant Comparative Method
The qualitative data analysis I used for my research was the constant comparative method. This method of data analysis is explained by Glasser and Strauss (2009) as:
One that combines, by an analytic procedure of constant comparison, the explicit coding procedure… and the style of theory development. The purpose of the constant comparative method of joint coding and analysis is to generate theory
more systematically…by using explicit coding and analytic procedures (Location 1760-1768).
Another purpose of the constant comparative method is that it allows for the generation of categories through the saturation of the data.
Data were analyzed in two phases including initial and final analysis. As I
continuously gathered data, I defined my emerging theories to determine if the new data I had collected supported my emerging hypotheses. Some of my initial questions included:
• Is it the conversation between a knowledgeable other in the area of culturally responsive pedagogy that is key when engaging with teachers about culturally responsive pedagogy?
• Did study abroad open Caroline to think more about issues related to culturally responsive pedagogy (i.e. deficit, privilege)?
The final step in this process was the assimilation of all my data into the written story (Hubbard & Power, 2003; Lincoln & Guba, 1985).
Initial Analysis
Initial data analysis involving the creation of preliminary data categories occurred during the month of June. During this time I focused my efforts on engaging with all the data collected from the study abroad trip to Ecuador. This included field notes, travel journals, videos, course assignments, and classroom artifacts. I created a notebook which I used for my initial analysis. Since Caroline kept all of her pre-departure assignments including her interview with a native Spanish speaker, culture and language narrative, and travel journals in word documents, I printed all the documents and added them to my data analysis notebook. I then systematically numbered all the pages in my travel journal
and field note journal so the pages would be chronological for easy reference. As I reread my data, I tabbed pages that required me to follow up with Caroline at a later time (see Figure 3.25).
Figure 3.25 Initial Data Analysis
In addition to rereading through all of my written data, I began the process of
downloading all recorded videos to my computer and watching each of them. I watched each study abroad video through its entirety one time initiating the strategy of video mapping.
Video mapping. Hubbard and Power (2003) explain the process of video
mapping as watching videos quickly the first time while writing down particular phrases or key words that will serve as placeholders for future use. This took the form of two columns of notes including the time and description of events (see Table 3.5). Table 3.5
Critical Incidents Example
Video Mapping: People in the Community 5/28/2013 Time Description
1:21 Everyone read words on white board together
1:52 *Caroline used hand motions to show sweeping (one of the words on the board)
4:43 Neighborhood- used pictures for learning
5:27 *Where do we get food from?; what is we get sick?; connecting to own lives
6:15 *Accepted responses in Spanish and translated to English
9:00 *Asked questions several different ways to help children understand, therefore eliciting a response; asked children what they like to buy at the store
12:40 Why do you visit the doctor?
15:45 Asked for other children to participate in responding
Once I created a record of critical incidents, I notated with a star (bolded within Table 3.5) to indicate data to analyze more closely. I then transcribed the starred video segment containing the critical incident (described below), marked with a star, to delineate the verbal and nonverbal behaviors observed during the particular video episode that I analyzed (Hubbard & Power, 2003, p. 96).
Critical incidents in videos. I created a system to transcribe the critical incidents (Newman, 1991). Newman's (1991) concept of critical incidents considers the following questions to guide the researcher's reflections including:
• why do I remember this incident;
• what makes it significant;
• what do I learn from it; and
• what is one question it raises about my teaching? (p. 247)
These questions aided me in focusing on the most important components of the data collected via video, scaffolding to a new understanding for future instances of learning and teaching. Table 3.6 shows a transcription of the same lesson from the critical incidents noted above and the key elements transcribed.
Table 3.6
Transcription of People in the Community Lesson
Video Critical Incidents: People in the Community 5/28/2013 Caroline used hand motions to show sweeping (one of the words on the board) Caroline drew pictures to aid in the understanding of what was in a neighborhood Caroline accepted responses in Spanish and translated to English
Caroline: What else can be in your neighborhood?
Caroline: What about a store? Where do you guys get your food from? S: Supermaxi
Caroline: Ok, Supermaxi or a store (Caroline wrote on board) Caroline: What about…what happens if you get sick?
S: Inaudible
S: Or a nurse
Caroline: What else would be in your neighborhood? What if your house catches on fire? Who do you call?
S: El bomber
C: El bombero or fireman
Caroline drew a picture of a fire truck
Caroline: What else is in your neighborhood? S: There could be animals.
Caroline: What else? What else could be in your neighborhood? What about the police?
After viewing each video from study abroad, I proceeded through the video mapping process with critical incidents. I then completed all video transcription from Ecuador.
Final Analysis
In July 2013, I began final data analysis. I chose to analyze the participant data separately from the researcher data because that information would guide me as I worked