Thursday, October 21st, I visited the ESL classroom at Oakland Middle School to complete a case study observation and ethnographic narrative. I took notes and focused on assessing MG, a student whose background I was already somewhat familiar with from a previous study. Upon completion of the assignment and submission of my final assessment, I realized what an effective and insightful instrument case study evaluations are in developing individualized instruction plans for boosting student achievement and future action research plans.
MG is an 8th grade advanced level English speaker of Mexican descent. Her father is a migrant worker. She has, thus far, attended 5 different schools. In my final assessment, I concluded that although, MG has a friendly and outgoing disposition, she gives up easily when coursework becomes too challenging. Failure to comprehend for her results in missing coursework and poor self-esteem. MG is the type of student who prefers hands-on learning opportunities and individulazed instruction. She enjoys demonstrating mastery of content in group work settings.
The case study research and ethnographic narrative helped me as an assessor to view how the classroom environment, especially on-hand resources and instructors, worked to help this particular student in regards to individualized learning needs. Fortunately, OMS, along with the classroom teacher and aide, has the available resources to meet the needs of this particular student. However, without the available resources and insight, this student could easily fall into the cracks of the school system and result in poor standings of achievement.
I wonder about what would happen to MG if the ESL program in this school were not in place, and what would happen if a program, such as this, does not take place in her next school? If she does not have the extra attention needed to help her complete the assignments with which she struggles, will she complete them? By conducting a case study evaluation and ethnographic narrative, teachers are able to evaluate the individual needs of the student, to help them meet their ultimate learning potential. Studies such as this benefit future teachers, as well -- as they help them become aware of how to meet student neetds by having some idea of their histories.
Ultimately, case studies and ethnographic narratives are most beneficial not just to the individual student, but for action research and overall improvements in education. In this particular study, it would be interesting to follow MG over a longer period of time while continuously enrolled in a school with a specialized program of instruction in comparison to a different student with similar learning characteristics in a program without the same resources for the same period of time. How would they differ? Ultimately, the call for action research could advocate for better ESL programs school-wide and hopefully help school districts build more successful cases for school funding.
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