Group Research Project Grades 1-3

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Group Research ProjectGrades 1-3

• Elise Baker
• Ellen Nguyet Nguyen
• Richard Falsetti

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Theoretical Framework

• Basil Bernstein
• invisible and visible pedagogies
• quality of education is class based
• Ray Rist
• labeling
• - deviant
• - self fulfilling prophecy
• - teacher expectation

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Research Question

• Why is there such a vast difference in API scores
  when the student population demographics are so
  similar?

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Goal

• - figure out which schools used visible vs.
  invisible pedagogy and if labeling practices have
  an effect on students test scores
• - Our question is relevant because if we can
  figure out what the best practices classroom
  practices are, then it will give us a better idea
  of how to structure our own future classrooms in
  order to ensure quality pedagogic practices,
  fairness, and high student achievement rates.

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Demographics

• George Mayne
• 60 Hispanic
• 81 eligible for
  free/reduced lunch
• 48 considered ELLs
• Lowell
• 85 Hispanic
• 84 eligible for
  free/reduced lunch
• 68 considered ELLs
• Horace Mann
• 74 Hispanic
• 73 eligible for
  free/reduced lunch
• 54 considered ELLs

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• George Mayne 816
• Lowell 798
• Horace Mann 727

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Methodology

• Direct observation within classroom
• - non participant
• - involved observer

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Classroom Overview

• Examples of pedagogic practices labeling
• - George Mayne
• - Lowell
• - Horace Mann

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Emergent Findings

• In viewing the anecdotal findings from each
  school, we speculated how the amount of invisible
  and visible pedagogies and the amount and kind of
  labeling correlated with each of our schools
  APIs scores.

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• George Mayne (816) - mostly invisible pedagogic
  techniques only positive labeling
• Lowell (798) about 50/50 visible and invisible
  pedagogic practices positive and negative
  labeling
• Horace Mann (727) mostly visible pedagogic
  practices negative labeling

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Implications

• Invisible pedagogic practices that involve open
  ended projects, freedom of choice within the
  classroom, smaller student to teacher ratios, and
  less specific criteria for student groups should
  not be class based but should be provided for all
  students, regardless of family income or past
  test performance.
• Children need to be taught by quality teachers
  who value each child rather than seeing them as a
  test score.
• Invisible pedagogic techniques need to be
  employed in all schools, especially in schools
  where many children come from low income
  families, rather than the already privileged
  students of privileged families.

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• In regards to Kozol and Darling-Hammond

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Questions?