Advice of Ethnography
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Advice of Ethnography
by Quentin Vieregge
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Hello All,
I was wondering if anyone has any suggestions of really excellent ethnographic studies in Rhetoric and Composition that have come out in the last couple years. Thanks for any suggestions. Best, Quentin Vieregge -- Quentin Vieregge University of South Florida |
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Re: Advice of Ethnography
by Richard Haswell
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Quentin,
"Ethnographic studies" is a nomadic term, all over the map. Could you narrow it a bit for us? Rich On 10/7/08 10:28 AM, "Quentin Vieregge" <qvieregge@...> wrote: > Hello All, > I was wondering if anyone has any suggestions of really excellent > ethnographic studies in Rhetoric and Composition that have come out in the > last couple years. Thanks for any suggestions. Best, Quentin Vieregge |
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Re: Advice of Ethnography
by Quentin Vieregge
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I was thinking in terms of studies similar to the following
"Border Talk: Writing and Knowing in the Two Year College" by Howard B Tinberg "Storm in the Mountains" by James Moffett or "Symbiosis: Writing and an Academic Culture" by Kim Kipling and Richard J. Murphy. I'm looking for Qualitative studies in First Year Composition. Books that present studies by telling stories of observation, especially ones that were published in recent years. I hope this clarifies my question. Best, Quentin Vieregge On Tue, Oct 7, 2008 at 2:10 PM, Richard Haswell <rhaswell@...>wrote: > Quentin, > > "Ethnographic studies" is a nomadic term, all over the map. Could you > narrow > it a bit for us? > > Rich > > > On 10/7/08 10:28 AM, "Quentin Vieregge" <qvieregge@...> wrote: > > > Hello All, > > I was wondering if anyone has any suggestions of really excellent > > ethnographic studies in Rhetoric and Composition that have come out in > the > > last couple years. Thanks for any suggestions. Best, Quentin Vieregge > -- Quentin Vieregge University of South Florida |
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Re: Advice of Ethnography
by Michaud Michael
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Not sure if this is what you mean, but you might try Russell Durst,
_Collision Course_. Michael J. Michaud, Ph.D. Assistant Professor of English Rhode Island College Providence, RI 02908 401-456-8661 • mmichaud@... On Oct 7, 2008, at 8:27 PM, Quentin Vieregge wrote: > I was thinking in terms of studies similar to the following > "Border Talk: Writing and Knowing in the Two Year College" by > Howard B > Tinberg > "Storm in the Mountains" by James Moffett > or "Symbiosis: Writing and an Academic Culture" by Kim Kipling and > Richard J. Murphy. > > > I'm looking for Qualitative studies in First Year Composition. Books > that > present studies by telling stories of observation, especially ones > that were > published in recent years. > > I hope this clarifies my question. > > Best, Quentin Vieregge > > On Tue, Oct 7, 2008 at 2:10 PM, Richard Haswell <rhaswell@... > >wrote: > >> Quentin, >> >> "Ethnographic studies" is a nomadic term, all over the map. Could you >> narrow >> it a bit for us? >> >> Rich >> >> >> On 10/7/08 10:28 AM, "Quentin Vieregge" <qvieregge@...> wrote: >> >>> Hello All, >>> I was wondering if anyone has any suggestions of really >>> excellent >>> ethnographic studies in Rhetoric and Composition that have come >>> out in >> the >>> last couple years. Thanks for any suggestions. Best, Quentin >>> Vieregge >> > > > > -- > Quentin Vieregge > University of South Florida |
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Teaching observations: Your advice sought
by Baotong Gu
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Hi, All,
With the new school year well under way, we're beginning our yearly routine of teaching observations for and among TAs, VIs, and lecturers. Our usual practice is for the observer to write up a report on the observation, and the observed will include a copy of the observation report in their teacher portfolio. Regarding such observations, I have a few questions I'd like to pick your collective brains on: How often is your staff (TAs, lecturers, VIs) observed? Once a semester? Once a year? What do you usually tell your TAs, your lecturers, and yourself to focus on during observations? I mean, besides the obvious, such as classroom activities, time management, teacher and student behavior, etc, is there something you specifically tell your people to look for? What have you found to be effective uses of such observation reports? Do you have an observation form that you've found to be effective and that you're willing to share? I'd appreciate any feedback on or off list. Many thanks in advance! Gu Baotong Gu, PhD ************************************************************ Associate Professor Director of Lower Division Studies (a.k.a. WPA) Department of English Georgia State University Atlanta, Georgia 404-413-5845(O), bgu@..., http://www.rhetcomp.gsu.edu/~bgu ************************************************************ Colorless green ideas sleep furiously. |
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Re: Teaching observations: Your advice sought
by Susan McLeod
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Baotong, see Christine Hult's book _Evaluating Teachers of Writing._ This
question has come up several times on the list before, so you might also want to check the list archives: <https://lists.asu.edu/cgi-bin/wa?A0=WPA-L> Sue --On Tuesday, October 7, 2008 9:01 PM -0400 Baotong Gu <engbgu@...> wrote: > Hi, All, > > With the new school year well under way, we're beginning our yearly > routine of teaching observations for and among TAs, VIs, and lecturers. > Our usual practice is for the observer to write up a report on the > observation, and the observed will include a copy of the observation > report in their teacher portfolio. > Regarding such observations, I have a few questions I'd like to pick your > collective brains on: How often is your staff (TAs, lecturers, VIs) > observed? Once a semester? Once a year? What do you usually tell your > TAs, your lecturers, and yourself to focus on during observations? I > mean, besides the obvious, such as classroom activities, time management, > teacher and student behavior, etc, is there something you specifically > tell your people to look for? What have you found to be effective uses of > such observation reports? Do you have an observation form that you've > found to be effective and that you're willing to share? I'd appreciate > any feedback on or off list. > > Many thanks in advance! > > Gu > > > > Baotong Gu, PhD > ************************************************************ > Associate Professor > Director of Lower Division Studies (a.k.a. WPA) > Department of English > Georgia State University > Atlanta, Georgia > 404-413-5845(O), bgu@..., http://www.rhetcomp.gsu.edu/~bgu > ************************************************************ > Colorless green ideas sleep furiously. Susan H. McLeod, Research Professor University of California, Santa Barbara http://www.writing.ucsb.edu/faculty/mcleod.htm Home address: 6358 Lambda Drive San Diego, CA 92120 |
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Re: Advice of Ethnography
by Erica Clayton
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Quentin,
May I also suggest Roxanne Mountford's essay: “Engendering Ethnography: Insights from the Feminist Critique of Postmodern Ethnography.” Ethics and Representation in Qualitative Studies of Literacy. Ed. Gesa Kirsch and Peter Mortensen. Urbana, IL: National Council of Teachers of English, 1996. 205-27. Best, Erica Reynolds Clayton, PhD Composition and Rhetoric Director of the Writing Center ----- Original Message ----- From: Quentin Vieregge <qvieregge@...> Date: Tuesday, October 7, 2008 2:27 pm Subject: Re: Advice of Ethnography To: WPA-L@... > I was thinking in terms of studies similar to the following > "Border Talk: Writing and Knowing in the Two Year > College" by Howard B > Tinberg > "Storm in the Mountains" by James Moffett > or "Symbiosis: Writing and an Academic > Culture" by Kim Kipling and > Richard J. Murphy. > > > I'm looking for Qualitative studies in First Year Composition. > Books that > present studies by telling stories of observation, especially > ones that were > published in recent years. > > I hope this clarifies my question. > > Best, Quentin Vieregge > > On Tue, Oct 7, 2008 at 2:10 PM, Richard Haswell > <rhaswell@...>wrote: > > Quentin, > > > > "Ethnographic studies" is a nomadic term, all over the map. > Could you > > narrow > > it a bit for us? > > > > Rich > > > > > > On 10/7/08 10:28 AM, "Quentin Vieregge" > <qvieregge@...> wrote: > > > > > Hello All, > > > I was wondering if > anyone has any suggestions of really excellent > > > ethnographic studies in Rhetoric and Composition that have > come out in > > the > > > last couple years. Thanks for any suggestions. Best, Quentin > Vieregge> > > > > -- > Quentin Vieregge > University of South Florida |
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Re: Teaching observations: Your advice sought
by Bryan Bardine
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Gu,
In our program at the University of Dayton I observe our TA's 2-3 times during the school year and they have a teaching advisor who observes them at least once a semester. We have an observation form that we use that guides our observers with general areas like Interaction with students, Content of instruction, and Presentation. For each section there are several statements where observers will circle one of five responses--strongly agree, agree, neutral, disagree, or strongly disagree. There's also room to write responses on the observation form. The observers meet with the TA before and after the observation, and once the observation is done, the observers write an evaluative letter which goes to the student and will also be included in the student's file. I can share the observation form with you if you'd like. I think the observations are important because we can look for changes and/or improvement in what the TAs are doing in the classroom. When I observe the TAs they get copies of all the notes I took during the classes I observed and a copy of the observation form itself. I can look back at old observation forms and notes to see if they may be making similar mistakes or if they have addressed some issues that we talked about at previous meetings. Plus, the observations are a good way to get the students used to having people in their classrooms--many of our TAs go on to teach in high school or go on for Ph.Ds so being observed is a regular part of the process. Take care, Bryan Bardine, Ph.D. Director of TA Training Interim Writing Program Director Associate Professor of English University of Dayton Baotong Gu <engbgu@...> Sent by: Writing Program Administration <WPA-L@...> 10/07/2008 09:01 PM Please respond to Writing Program Administration <WPA-L@...> To WPA-L@... cc Subject Teaching observations: Your advice sought Hi, All, With the new school year well under way, we're beginning our yearly routine of teaching observations for and among TAs, VIs, and lecturers. Our usual practice is for the observer to write up a report on the observation, and the observed will include a copy of the observation report in their teacher portfolio. Regarding such observations, I have a few questions I'd like to pick your collective brains on: How often is your staff (TAs, lecturers, VIs) observed? Once a semester? Once a year? What do you usually tell your TAs, your lecturers, and yourself to focus on during observations? I mean, besides the obvious, such as classroom activities, time management, teacher and student behavior, etc, is there something you specifically tell your people to look for? What have you found to be effective uses of such observation reports? Do you have an observation form that you've found to be effective and that you're willing to share? I'd appreciate any feedback on or off list. Many thanks in advance! Gu Baotong Gu, PhD ************************************************************ Associate Professor Director of Lower Division Studies (a.k.a. WPA) Department of English Georgia State University Atlanta, Georgia 404-413-5845(O), bgu@..., http://www.rhetcomp.gsu.edu/~bgu ************************************************************ Colorless green ideas sleep furiously. |
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Re: Teaching observations: Your advice sought
by Baotong Gu
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Thanks, Sue, for the pointers.
Gu Baotong Gu, PhD ************************************************************ Associate Professor Director of Lower Division Studies (a.k.a. WPA) Department of English Georgia State University Atlanta, Georgia 404-413-5845(O), bgu@..., http://www.rhetcomp.gsu.edu/~bgu ************************************************************ Colorless green ideas sleep furiously. >>> Susan McLeod <mcleod@...> 10/7/2008 9:38 PM >>> Baotong, see Christine Hult's book _Evaluating Teachers of Writing._ This question has come up several times on the list before, so you might also want to check the list archives: <https://lists.asu.edu/cgi-bin/wa?A0=WPA-L> Sue --On Tuesday, October 7, 2008 9:01 PM -0400 Baotong Gu <engbgu@...> wrote: > Hi, All, > > With the new school year well under way, we're beginning our yearly > routine of teaching observations for and among TAs, VIs, and lecturers. > Our usual practice is for the observer to write up a report on the > observation, and the observed will include a copy of the observation > report in their teacher portfolio. > Regarding such observations, I have a few questions I'd like to pick your > collective brains on: How often is your staff (TAs, lecturers, VIs) > observed? Once a semester? Once a year? What do you usually tell your > TAs, your lecturers, and yourself to focus on during observations? I > mean, besides the obvious, such as classroom activities, time management, > teacher and student behavior, etc, is there something you specifically > tell your people to look for? What have you found to be effective uses of > such observation reports? Do you have an observation form that you've > found to be effective and that you're willing to share? I'd appreciate > any feedback on or off list. > > Many thanks in advance! > > Gu > > > > Baotong Gu, PhD > ************************************************************ > Associate Professor > Director of Lower Division Studies (a.k.a. WPA) > Department of English > Georgia State University > Atlanta, Georgia > 404-413-5845(O), bgu@..., http://www.rhetcomp.gsu.edu/~bgu > ************************************************************ > Colorless green ideas sleep furiously. Susan H. McLeod, Research Professor University of California, Santa Barbara http://www.writing.ucsb.edu/faculty/mcleod.htm Home address: 6358 Lambda Drive San Diego, CA 92120 |
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Re: Teaching observations: Your advice sought
by Webster Garrett Erin L.
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Hi,
I struggle with GTF observations: how to be efficient in terms of my time commitment and still give useful feedback that not only acknowledges the good things the GTFs are doing but indicates concrete suggestions for improvement, experimentation, and/or development. Any chance I could take a gander at the form you use? Erin -----Original Message----- From: Writing Program Administration [mailto:WPA-L@...] On Behalf Of Bryan Bardine Sent: Wednesday, October 08, 2008 8:47 AM To: WPA-L@... Subject: Re: Teaching observations: Your advice sought Gu, In our program at the University of Dayton I observe our TA's 2-3 times during the school year and they have a teaching advisor who observes them at least once a semester. We have an observation form that we use that guides our observers with general areas like Interaction with students, Content of instruction, and Presentation. For each section there are several statements where observers will circle one of five responses--strongly agree, agree, neutral, disagree, or strongly disagree. There's also room to write responses on the observation form. The observers meet with the TA before and after the observation, and once the observation is done, the observers write an evaluative letter which goes to the student and will also be included in the student's file. I can share the observation form with you if you'd like. I think the observations are important because we can look for changes and/or improvement in what the TAs are doing in the classroom. When I observe the TAs they get copies of all the notes I took during the classes I observed and a copy of the observation form itself. I can look back at old observation forms and notes to see if they may be making similar mistakes or if they have addressed some issues that we talked about at previous meetings. Plus, the observations are a good way to get the students used to having people in their classrooms--many of our TAs go on to teach in high school or go on for Ph.Ds so being observed is a regular part of the process. Take care, Bryan Bardine, Ph.D. Director of TA Training Interim Writing Program Director Associate Professor of English University of Dayton Baotong Gu <engbgu@...> Sent by: Writing Program Administration <WPA-L@...> 10/07/2008 09:01 PM Please respond to Writing Program Administration <WPA-L@...> To WPA-L@... cc Subject Teaching observations: Your advice sought Hi, All, With the new school year well under way, we're beginning our yearly routine of teaching observations for and among TAs, VIs, and lecturers. Our usual practice is for the observer to write up a report on the observation, and the observed will include a copy of the observation report in their teacher portfolio. Regarding such observations, I have a few questions I'd like to pick your collective brains on: How often is your staff (TAs, lecturers, VIs) observed? Once a semester? Once a year? What do you usually tell your TAs, your lecturers, and yourself to focus on during observations? I mean, besides the obvious, such as classroom activities, time management, teacher and student behavior, etc, is there something you specifically tell your people to look for? What have you found to be effective uses of such observation reports? Do you have an observation form that you've found to be effective and that you're willing to share? I'd appreciate any feedback on or off list. Many thanks in advance! Gu Baotong Gu, PhD ************************************************************ Associate Professor Director of Lower Division Studies (a.k.a. WPA) Department of English Georgia State University Atlanta, Georgia 404-413-5845(O), bgu@..., http://www.rhetcomp.gsu.edu/~bgu ************************************************************ Colorless green ideas sleep furiously. |
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Re: Teaching observations: Your advice sought
by Baotong Gu
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Hi, Bryan,
Thanks for the very informative post. We use observations along very similar lines. One difference is that I don't personally observe all the TAs since we have more than 80 of them. They're divided into Professional Development Community groups of 7-8 people each. Each group is typically led by a faculty member and an experienced TA. The leaders of each group observe their TAs, who also observe each other. We use a somewhat standard observation form, which consists of a bunch of open-ended questions. One thing I found reading the observation reports is that sometimes when one person is writing up reports for 4 or 5 TAs he/she has observed, some of the answers to a particular question tend to sound a little similar to one another from report to report. That prompted me to ask in my last email what observation forms/questions everybody was using to solicit informative answers. I personally add a section in my observation report where I document a minute-by-minute account of the important activities during the class period (well, not exactly minute by minute, but an account of what activities, from when to when, what went on, etc.). This gives readers a clear picture of how the instructor organized the class. I copied this from my graduate student days at Purdue. I like your idea of providing specific statements where the observer can simply check one of the answers. That way, they can focus more on what's going on than figuring out what to say for a particular question. That, coupled with a chance to provide any comments they'd like, sounds a very efficient way of handling observations. By the way, I'd love to get a copy of your observation form. You can email it to me at bgu@... if you don't mind. If anybody else on the list is willing to share their observation forms, I'd really appreciate it. Thanks again for sharing. Gu Baotong Gu, PhD ************************************************************ Associate Professor Director of Lower Division Studies (a.k.a. WPA) Department of English Georgia State University Atlanta, Georgia 404-413-5845(O), bgu@..., http://www.rhetcomp.gsu.edu/~bgu ************************************************************ Colorless green ideas sleep furiously. >>> Bryan Bardine <Bryan.Bardine@...> 10/8/2008 8:47 AM >>> Gu, In our program at the University of Dayton I observe our TA's 2-3 times during the school year and they have a teaching advisor who observes them at least once a semester. We have an observation form that we use that guides our observers with general areas like Interaction with students, Content of instruction, and Presentation. For each section there are several statements where observers will circle one of five responses--strongly agree, agree, neutral, disagree, or strongly disagree. There's also room to write responses on the observation form. The observers meet with the TA before and after the observation, and once the observation is done, the observers write an evaluative letter which goes to the student and will also be included in the student's file. I can share the observation form with you if you'd like. I think the observations are important because we can look for changes and/or improvement in what the TAs are doing in the classroom. When I observe the TAs they get copies of all the notes I took during the classes I observed and a copy of the observation form itself. I can look back at old observation forms and notes to see if they may be making similar mistakes or if they have addressed some issues that we talked about at previous meetings. Plus, the observations are a good way to get the students used to having people in their classrooms--many of our TAs go on to teach in high school or go on for Ph.Ds so being observed is a regular part of the process. Take care, Bryan Bardine, Ph.D. Director of TA Training Interim Writing Program Director Associate Professor of English University of Dayton Baotong Gu <engbgu@...> Sent by: Writing Program Administration <WPA-L@...> 10/07/2008 09:01 PM Please respond to Writing Program Administration <WPA-L@...> To WPA-L@... cc Subject Teaching observations: Your advice sought Hi, All, With the new school year well under way, we're beginning our yearly routine of teaching observations for and among TAs, VIs, and lecturers. Our usual practice is for the observer to write up a report on the observation, and the observed will include a copy of the observation report in their teacher portfolio. Regarding such observations, I have a few questions I'd like to pick your collective brains on: How often is your staff (TAs, lecturers, VIs) observed? Once a semester? Once a year? What do you usually tell your TAs, your lecturers, and yourself to focus on during observations? I mean, besides the obvious, such as classroom activities, time management, teacher and student behavior, etc, is there something you specifically tell your people to look for? What have you found to be effective uses of such observation reports? Do you have an observation form that you've found to be effective and that you're willing to share? I'd appreciate any feedback on or off list. Many thanks in advance! Gu Baotong Gu, PhD ************************************************************ Associate Professor Director of Lower Division Studies (a.k.a. WPA) Department of English Georgia State University Atlanta, Georgia 404-413-5845(O), bgu@..., http://www.rhetcomp.gsu.edu/~bgu ************************************************************ Colorless green ideas sleep furiously. |
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Re: Teaching observations: Your advice sought
by Margot Soven
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Hi Susan,
I know it's a tad early to be thinking about C's. Should we make housing reservations? How is your son doing? Best, Margot Margot Soven English Department La Salle University, Phila. PA 19141 215-951-1148 Fax 215-991-2155 |
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