Solved by verified expert:Research Analysis 6 of 7Read the narrative research study by Chan (2010) about the ethnic identity of Chinese Canadian students at the end of Chapter 15. Analyze the article, and answer the following questions: Why would Chan study the experiences of one Chinese immigrant student in this narrative study? Reflexivity or self-disclosure by the researcher is part of all good qualitative research, including narrative studies. How did Chan disclose her position and experiences in this study? The author discussed her background as a Chinese-American. The author briefly mentions her participation in the Canadian school. The author intentionally distanced herself from the participant in the study. The author discussed her role in making an interpretation of events Examine the sample ethnographic study by Swidler (2000) on recitation in a rural school presented at the end of Chapter 14 and then answer the following questions: Look at the purpose statement identified in the abstract. It reads: “This ethnographic case study describes one Nebraska teacher’s response to the multiage conditions of this naturally small institution in her use of ‘recitation” lessons.” What is the culture-sharing group that this researcher is exploring? How would you adjust this ethnographic purpose statement to change the study to a grounded theory project? In Tables 1 and 2 you can see detailed information about the students and their parents in the small school. In terms of ethnographic results, how would you characterize this information? It shows the reflexivity of the researcher. It shows the researcher’s attention to detail. It shows description in an ethnography. It summarizes tabled information about the students and parents. Journals are attached Chapter 14 APA Reference Swidler, S.A. (2000). Notes on a country school tradition: Recitation as an individual strategy. In J. W. Creswell, Educational Research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.) (pp. 488-502). Boston, MA: Pearson. (Reprinted from Journal of Research in Rural Education, 15(1), pp. 8-21) Chapter 15 APA Reference Chan, E. (2010). Living in the space between participant and researcher as a narrative inquirer: Examining ethnic identity of Chinese Canadian students as conflicting stories to live by. In J. W. Creswell, Educational Research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.) (pp. 523-535). Boston, MA: Pearson. (Reprinted from Journal of Educational Research 103, pp. 113-122)
bls20180421_12021054.pdf
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11nd雄二しdemic gr()、同l ()1「。 l̀C甲()旧し当()出し当m1ti照C l̀()ll
is n te乙IChel∴ rcgrll旧し一、C ()五・。両
liti()1「5 ()f帖s mItしI1111y sm川in5ti…i()n
1i()1十lし’、、()一「い、十両indi¥記しlこ1l um圧m川groし甲S (臆)「 stしIdent5. This
ped握()gic証dc、′icc i←出̀()…=1()一I l。理( 〉 ()川1し▲ ()11し工￨判dlCr 。()し一n時訂丁()。1∵=「e OId coし一ntry SCho()l
rec̀it証on c̀On)しIrCY川1うim昭C、 ()同1用一●し判̀1両lg ()n J h出口)en。h、 ()r高
recoしmting mem()正/Cd tし▲油()仁冊、、
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el‑〉宜、、、1 ¥¥
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▼ith its r)l・edict証lし￨爪l
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抑,e乙11、 t()d野持”￨冊il)lc l)’
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▼()l‑k・ nOn。thc獲est̀
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nogl.乞1r)hic̀川〉▼ th￨当C5i点。口、()…一(血hし当し¥ lt証()11 ill出11()dcm ()nC葛te虹h￨}r SCho()1 i【1 l‑し11ul Ncl)1・こしSk乙I
I Ic)(臆)k虹tl血中tt。mC(l iI「証しIl、白()11出…し油出血cしl l‑e甲()一時e t() thC 。Onditi(一nt; Of sm川ncss.
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is n()netheleヽ信正し血、ti()11工=・し甲()旧し当()血▲し()1「tし}Ⅹt ()「 …1訂出世t̀、言1‑1申cit甲r。ntfll lしn
exr)eCt証o重「S̀∴ ln(=n￨高点Ic血‑正‑「川…証=()上照し当mdし互11‑id
1 c()mmmity
=c …d ̀して()nd叩T ̀Ch()(症・
Reform and Schoo看Size
(02) The re、e打C̀h l.C喜一()rtCd hし世l、∴しl間、川五()m tllC 「il̀t in fl照l.i常()f 。()m甲nti、’e C̀畠e StllC庸一
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Ch亘g. m)′ QQM王: r。、し出し=時一口一冊r H出し1し1出し̀tll
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COmmel爪md
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)(/1り
kc,握(仇、力
●
CHAPTER 14
48夕
Eth77(培I雌)bic Des蜜ns
conversations. DrawingしIPOn decades of research, †)egiming with Barker and Gump
s B徳Scboo4
5mall School (1964), and upon articし11ate practitioner r)Ortraits (e・gつMeier, 1995; Snyder, Liebeman,
MacDonald, & Goodwin, 1992), COntemPOrary reformers∴argしIe StrOngly that smaller schooIs are
generally better than larger schooIs for students :md their lcaming. Despite these findings, Small
schooI size is no cure‑all. Benefits of sma11ness vary llCCOrding to social and academic organiza‑
tion and enactment of schooI pしIrr)OSe. Nevertheless声mallness is thoroughly implicated in robし事St
school improvement (see Lee & Smith, 1997)・ ConseqしIently, We hear calls ft)r SChooIs to
down
SChooIs
(Elmore, 1996), tO ̀十estructure
into small, mしIltiageしmits, and to create
scale
schooIs within
(Darling‑HammOnd, 1997)・
It is not uncommon to hear some progressive school reformers in the
small schooIs movement
(03)
(see Fine & Somervi=e, 1998), tyPically urban, invoke the image of the one‑teaCher coし事ntry SChool
as inspiration for their efforts. However, COntemr)Orary rし1ral, One‑teaChc’r SChooIs continue to be
overlooked by edし1Cational researchers. Small coしmtry SChooIs appear in larger qしIantitative studies
(see Fowler, 199う; Howley, 1989), Which ratify what we know from other large, mainstream studies
that are not exdusively rしIral‥ Sma11er is better.1 Descrir)tive research of contemporary sma11, Public
rし1ral schooIs, and one‑teaCher schooIs in particしIlar, is exceptionally thin・2 what makes rural one‑
〔二両油r郊蛤鍋物e
teachers schooIs of theoretical import言n relation to larger reform concems, is that they are 77atu‑
mlb, OCCur7・ing instances of small‑SCale schooling. Their size is a function of social and historical
circumstancc, nOt Of reft)rm intervention. The onc‑teこICher school is a peculiarly, SOme might daim
qし丁intessentially, rural institution that has waned with popし1lation decline in rural commしmities and
a hegemony of
economies of scale
. ideoIogies, both contributing to widespread consolidation.
The present study wasしmdertaken to Iook at the practices of some of the remaining one‑teaCher (04)
schooIs, What migh=)e leamed from them, and if or how we might capture a glimpse
in this remaining piece of our past
of our future
(Geyer, 1995).
Theoretical Frame and Methodoiogicai Concems
Since my interests are in Nebraska
●
s remaining one‑teaCher schooIs as naturally occurring instances
(05)
Of small scale schooling, I pしIrSしIe a theoretical and methodological orientation appropriate to
Study of sociocultural phenomena in natural settings. Ethnographic analysis is best suited to attend
holistically to the details and subtleties of such settings, eSPeCially when insider perspective is
CruCial to understanding those settings. While no school is truly ̀
natural
(they are human‑made
institutions), the rural one‑teaCher school is, in educational and institutional terms, nOt a design for
Change. It isjust so as a traditional rしIral institしItion・ I treat it as a mしIndane cしIltural setting, Where
schooI constituents come together and form and coordinate rights, duties, PraCtices, and shared
SymboIs as a way to
do school,, that is small in scale・
In data co11ection and analysis, this study takes a more or less mainstream symbolic‑interpretive
(06)
perspective on the school as a cultural setting (Erickson, 1986). The school is thus viewed, in
Geertz
s (1973a) WOrds, aS
an enSemble of texts, themselves ensembles, Which the anthropoIogist
strains to read over the shoしIlders of those to whom they properly belong
to read over the shoしIlders of the
(p. 452). In struggling
nativesl, in this school, I assume that there is a
historically trans‑
mitted pattem of meanings embOdied in symhoIs, a SyStem Of inherited conceptions expressed in
Sh盤「融p描e「ns
Symbolic ft)rm by means of which [people] commmicate, PerPetuate, and develop their knowledge
〇千わeh磯v高「,
about and lttitしIdes towards life
(Geertz, 1973十), P. 89). Here, I consider specifically the pattemed
meaning of the recitation as a central featし1re Of a school. My concems center on how, aS Cultし1ral
要訣高く詳s,綱d
諏出し高eも
Settings, these tradition乙Il institし丁tions cohere lnd comec̀=O their rural circumstance.
Con5equen[」y, this inqしIlry CmPIoys the ethnographic staples of long‑term Participant‑O置〕SerVation,
interviews, and artifact and docし1mentary eXllmination. My data collection has induded participant‑
observation and narrative field‑n(臆)teS from Bighand Schooli for the first 6 months of the 1998喜1999
C両肌〔潰れ諒噂
academic year (AしIgしIS」Febrし丁乙Iry), at least 2 days/week and in several retum visits. I attended
葦「Oし甲
i E.g., the N血onal Educational Longitし1dinal StしIdy (see Lee声mith, & Crominger, 1995).
2 By this I mean systematic̀ qしIalitativ′e l.eSe乙lrCh.十Iel・e, r)erhこIPSし1nfllirly, I exdしIde oral history, reminiscence,
memoir, aしItObiography llnd scores ()f joし1malistic accoしmtS. Tb be Sし1re, there is mし1Ch to be mined in these言)し丁t
●
(07)
白e重dwぐ井k
none ()f them represents sy5tem証ic inqしIiry into living, COγZtC,77/ゆO肋′二t,, One‑te種Chcr, Pし1皿c schooIs.
うAll na111eS PreSenteC用ere ilre PSeし丁donyms I o gしIard c̀onfidentia血y.
4夕0
PART 3
Re5earuカD(苓東本
monthly school board meetings∴md c()ndしl。tcd in‑11er)th intervieⅥ▼ヽ ¥油ll the tc照h。1∵mlしIenし5、
●
SChool board members, P2しrCntS言¥dmini批画●、言md 。O1丁m丁し一nity me重丁lberS. I cnde冊Ol.Cd 。Sl)eCil叫’
to interview the stし1dents言ndividしIZl11〉′ m
上一昭l￣証c le↓▼cl gl￣OしIr
言rs m()S=…Te CXPCrienc̀ed no ()(1ヽel‑
form of schooling and no other te照hel・ in thd‥小l(̀こ一ti()nal hiogl・aphies. I condしICted f()llow‑し甲
interviews with stし丁d。ntS, r);lrentS, the tc照hcl二川1d乱lし()()=)(剃てI mcll高el●S, form朝川11し喜ir正)m「叫▼
(sometime in telephone calls), tO Ver中y CmergC宣「t持、Cl￣ti()n信一nd to hl丁ild ¥Ⅵ)1・king hyr)OthC 批点()し1t
what is going on
at the t;Chool・ I lllso l‑evie、、・ed判・i()しIt=。Xt‑hooks, CしIl‑ricし丁1しm「礼lideいmd
涌t{en
SChooI policies as docしmlentar半面仁lCtt言Ind甲l「l)Olic trこl。mgS ()f wi「証the紅hOO十111Cこ1n5.、1岨1Ch
$舗†「e 「軽輩よ杖¥hα/
タイ描く諒も両、′
ofwhat I have leamed has come from thc h用IdI‑eし1ヽ Of c()nVCr割ti()nS ¥¥▼ith thC tC;1Chel∵ln古stしlしlしmtS
dしIring the regし丁lar school
lny‥ in the 。l描l
()()m高ting nex=o stしIdcnt点し=he〉▼ Ⅵ▼Ol.k言n the皿1吋
basement during lし一nCh, On the r)1nygroし一11d in ngこ1mC ()fA′7(年A用事O/1し,申I「dしlし1l.illg diz年111g l・ic心
On an andent coしmtry SChool mel‑1￣y‑gO‑l￣()し一nd●
Nebraska′s Remaining One‑1tacher Schoois
(08)
Nebraska continしIeS tO h:lVC mOre living ()nC‑tC乱hel‑ SCho()1s thこしn :1ny ()thcl一正lte. I十()m the m()、t
recent aggregated, national chta we have on ()nC‑]
()()m SChooIs (DeW加工997:世帯c「 Hiし∴ Rこmch11、 &
Jensen, 1998), I estimate that there ll￣e r()し1gl叫弓う0 (mC‑teこ¥Chel￣ S￨hooIs in thcしT.S. 11=he time
Of data collection ft)r this stしIdy. (In 1931, thcre WCrC 143j91 「Lcight & I油ienhこ11・t, 1992上) r()l‑ the
1998‑1999 school yeLlr, Nd〕raSka hl‑d 125 onc‑tCl
。11er 、Chool了C川口l￣(m‥7証oしrs intereヽt gr()し甲S
for their dismantling lしnd consoliしlation ure r)el‑emill=n Nehr持kn. Ho¥¥
are variants of
Class One
school districts. Thし▲5C
lìtri。t詰
eVer, the One‑tCIしhcr sdl。O」ヽ
re K‑8 ()nly (i.c.同1()se tlmt h持e n(臆) high
SChool). In the 1998‑1999 school ye町thel￣e ¥¥▼el‑e 320 Cl描s One sch()O丁dlstrict$ in the証utc The
One‑teaCher schooIs, like all Cl乙ISS Ones, C()mr)rise thcir o¥¥Tn districts with 〔heil‑ O
¥・n thl・cし甲erS(臆)n
SChool boards. They have statしItOry our)r)(加t() CXi吋to dimjn証e cntirely the rem高ning ()ne‑tCilChel‑
SChooIs in the state woしIId reqし看1re l=egisl証、′e世t ()n SChool l‑⊂distriし、ting. Ho¥¥▼e¥「e宣言l.しIrこ申)()1)し11証on
dedine, OngOing tax strし一ggles, eXtremely inc(量し1it証le st証e ;lid distrih11ti()n声nd socior)Oliti(、al r)reS置
SしIre from rしIral and nonrしIr:ll schooI dist「ict、. 。eld)r証ng cconomies of言c乙11e, all contl宜し宜e to Iocal
decisions to dose the small, Class One sch()Olt̀.
くく描紅涙持
田四国圏
The Resea「ch Site
(09)
Bighand School is Iocated in the ro11ing r)1.血ic ()「 e持tem Nehr帯k年Whel●e∴COm言Oybeれm, Hnd
Winter wheat cover the landscar)e dし剛1g thC grOWmg Seこ15On. The s(̀h()()=s sitしI鉦ed 3 milc、 from
theしmincorr)Orated vill三一ge OfJohnville (p()r) 170), 7 miles from the t()、、▼n ()f S申rtn (r)()1一. 1「700)「 11nd
12 miles from the coしmty Seat, Rivervi即▼ (p()P. 6,600). It i番1iter川〉∵in the 。()しm〔r主On l dirt温血
highway.
N。t enOしIgh rid「 PeOr)le live ()n i”() hし甲種VCd; one r)11rent rCm狙ked. It高l()CこIteし1 on吊「i=
CreSt and, aPPrOaChing Bighzmd School from uny diI‑eCtion, One SeC信一nし一tterl〉′r COn、▼entiol「こ旧)しIild‑
ing. Constrし1Cted in 1981, the cし1rrent 30
StOrage Shed, an OId water pし皿p言l
× ∠101 1川ildi11g i5 One StOl‑〉′, With
▼11it￨
i11し1mim皿Siding言I
let照hcd tomndo 。e批町tWO捕血g sd、̀ tlnC上”mこI= 1「1el・1丁gO‑
roしmd. Coしmty arChives indic証e thこし=he “hool ¥¥帯[
to be a territory, and rem乙Iin$ One Of the ()l
()し111dec=n 1868言I yellr証er N証l冊kt尺Cこ1SCd
1cst li、’ing sch()()1高n th。 Sl証. Like i‑ grC
lt r)(爪ion of
eastem Nebraska and westem Iowa, the l‑egi()n in :1nC上1rOし1nd Bi蜜宣m1d缶ho()l ¥¥r持h()me畠C持しeしI
and scttled primarily hy Gerlmn immigrこmt高n thc 19th ccntし1r〉∴ The v耶t m:lj()lity ()同1e l・cgistcred
VOterS, aS Well as all of the stし1dent買md the te照hcl‑証l璃hこInd Scho()1,漢)eこIr Gcm「lln ftmれm。信江
testing to this historical backdl￣(臆)r). I=ook thC n…1C I壇hum圧()mCtimc in the 188仇言Ir)P岨)ntl¥十1・()11丁
the name of the丘lrmer Whose origimI home証e証p工●()PCl
ty ut nex=() the scho(￣)l ￨nd Wh(バel・¥Cd
on the school board・うJn n coしmty thl‑t Cnl̀()1‑1P冊e、 1リ、叩叫証e w宜()()l dititri。tS. 9 o「Ⅵ・hich i‑1‑e Cl冊
One, Bighand is I of theうremaimng ()ne‑tC世hcl‑ ≠h()Ol番tlin yeこ11●.
(10)
頼義、(岬叛掴
Bighand School district cncompilSSe8 n() P()pr正面のn 。cnters (臆)白hc rc血看cnts. m(姐t廿C l宜il・ed
farmers. The land is ]つreSently f_lrmeC=→y f÷lmil〉r f:lrmel‑5 ()1￣ tenant f川丁lel・t̀, ¥vith l∴S萱「1川m1111l)er ()f
incorporated and consolid:1ted fとしrmS. The 1998照h()()l c̀。llヽl15血1i(証eヽ tl周=量「el・e lll̀C 66 l‑e血lents
∠まData on NebrlSkこI Sch()()lsし、()111c士r()m thc Nし血一高‑血ltC l)し甲l・tmし血()白話Il両()n 。.一t員(knt。1・川。 f…T
血
advocacy GroしIP ClこlS絡Oncsし丁nitcd.
5Descendents ofWm. I油1こmしI stl= (凧・n hm甲r()r)Cr申‑1血)晶血、口1lし、 n…l。 I油1un(=
tion of the German
Gr()St;ehand.、、
thc An鉦) tl工mllt…臆
●
CHAPTER 14
●
f#bn(樗r砕)blc Des蜜n5
in thc Bighand school district and 17 schooLage (K‑8) children, With 8 of those attending Bighand
School. The district hこしS Weathered decades of schooI district reorganization and witnessed neigh‑
boring rしIral districts dose and consolidate・ Once comPOSed 。f lO square miles, Bighand district
now indしIdes apr)rOXimately 25 sqし暮are miles, SOme Of Which is nonc̀Ontiguoし丁S. In the mid‑1980s, aS
r)art Of a state‑Wide effort to eqしIalize the property taxes, rしIral hndowners were required to dedare
thcir association with a schooI district, and a high sdlOOl if that district was a Class One. Later in
1990, each Cl乙IS5 One schooI was to for1「1ally
affiliate,, with one or more high schooIs or to become
乙I SしIbset of a Cl描s Six、 high schooI only, district. (Bighand is誼iliatcd with 3 high schooIs.) The
cしIrrent Bighand district configし+ration is the cffect of these land‑OWnerS
choices.
The political imd some social boし丁ndaries of the community描e cffectively defined by the school (11)
district. Because there are no economic or formal social c̀enterS in the district itself, COnStitし1entS
takeし1P Shopping and chし一rCh in the sし皿)しmding towns llnd villnges. At least one parent in each
of this year.s school families is cmpIoyed in one of these neighboring towns or villages. One par‑
ent referred to the school描the ̀宜しPital” of the community・ With no tax advantage in retaining
a∴SeParate rしIral school district
and no high school, the preservation of the Bighand district has
seemed peculiar to many in the cl)しmty・ In 1981, a region乙Il electl・icし1tility
s newsletter k)und it odd
yet delightful thilt While the rest of the state,s one‑teaCher schooIs w …
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