A Summary of my case study thus far

After observing students and teachers in a high-risk community, I became interested in the correlation between instructional methods, a curriculum based on the state standards and the academic success of at-risk students in the classroom. Specifically, I wanted to focus on the participation and success of optionally defiant students. For this case study, I observed two high-risk classrooms of eighth grade students. I related the teachers’ instructional methods with the students’ interest and academic success. I used several primary sources in effort to answer my question. The primary resources that I used to collect my data were;
· Field notes from my classroom observations
· Classroom syllabi
· A sample assignment
· A sample of one student’s classroom notes
· Teacher interviews
· Student interviews
· The schools’ previous results from the state mandated standardized test
My data revealed that both of these teachers utilize traditional instructional methods in their classrooms. Their instruction and their assignments were teacher-centered and the students did not seem to connect with the material. The students were not engaged in the lectures and were displeased with their discussions on the works of literature that were incorporated into the curriculum. Both teachers addressed the state’s standards in their classrooms; however, few effective instructional methods were used in the classrooms that successfully engaged the students in discussions or learning.
The case study revealed a conflict between the teacher’s instructional methods and the interest of the high-risk students. Because I was unable to look at the present school year’s standardized test scores, I was unable to evaluate the long-term and individual effects of the teachers’ methods. For the future, this case study would need to be completed over many years. This case study has confirmed that many high-risk, OD, students do not respond to traditional teacher centered teaching methods and they are failing to see the relevancy for literature in their lives.
The secondary sources that I used in my case study are:
Easton, Lois Brown. “Democracy in Schools: Truly a Matter of Voice.” English Journal. 94.5 (May 2005): 52-56
Frazier, Chapman Hood. “The Development of an Authentic Assessment Instrument: The Scored Discussion.” English Journal. 86.1 (Jan. 1997): 37-40.
Hodges, V. Pauline. “Using a Sense of Place to Teach At-Risk Students.” English Journal. 93.6 (July 2000): 27-30.
Ogle, Donna M. Critical Issue: Rethinking Learning for Students At-Risk. 1997. North Central Regional Educational Laboratory. 13 November 2006. .
Peckman, Sherri. “Developing Student Ownership in the ‘Real World.’” English Journal. 85.2 (Feb. 1996): 60-63.
Young, Carl A. “Conversation as Curriculum: Learning to Teach English in Rural America.” English Journal. 93.6 (July 2004): 82-88.