USING OBSERVATION PROMPTS IN THE URBAN ELEMENTARY SCHOOL FIELD PLACEMENT

CHAPTER 13

USING OBSERVATIONPROMPTS IN THE URBANELEMENTARY SCHOOL

FIELD PLACEMENTFelicia Moore MensahColumbia University

INTRODUCTION

The composition of student populations in schools in the United States hasbecome more and more diverse with a projected minority student enroll-ment of 39 of the total school population by the year 2020 (KewalRamaniGilbertson Fox amp Provasnik 2007) but the teacher workforce is predomi-nandy White and female despite modest gains in teacher diversity (Nation-al Center for Education Statistics 2012) Hence teachers have to recognizethat schools and classrooms will be filled with students whose cultures 11n-gtlistic styles ethnic racial and social class backgrounds will be differentfrom their own In addition other diversities will also be present in class-rooms such as identity sexual orientation religious and abilitydisabilityUnfortunately many teachers find it difficult to be successful in teachingstudents who are different from them (Causey Thomas amp Armento 2000

Teacher Education and Blacl Conunuuitielaquo pages ~7~~-~9~Copyrighlcopy2014 by Iuformau n Ag e PublishingAll rights of reproduction in any form reserved 273

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274 bull F M MENSAH

Tatto 1996) or to teach in urban schools that they perceive to be urbanbut not too urban (Watson 2011 p 29) even though one of the majorgoals of teaching is to foster the intellectual social and personal develop-ment of [all] students to their highest potential (Bennett 1999 p 2)Due to increasing diversity of students in public urban schools and withemphasis on closing achievement and opportunity gaps for BlackAfricanAmerican and Latin(a) students teacher educators have to prepare withgreater success teachers to meet the needs of diverse students and schools(Lee Eckrich Lackey amp Showalter 2010) In this chapter I illustrate howthe urban field placement is a prime place to learn about diversity and toprepare teachers for teaching To facilitate preservice teachers) learningabout student diversity school culture and science teaching in an urbanfield-based science methods course the guided observation prompts serveas a tool for reflecting on and learning about diversity in two predominant-ly BlackAfrican American and Latin (a) public urban elementary schoolsin New York City

DIVERSITY AND THE URBAN SCHOOL FIELD PLACEMENT

Foundational courses in teacher education and field placement experi-ences are viewed as primary places to prepare teachers for the practice ofteaching (Ryan 2006) Yet there is an unspoken connection that needs tobe made regarding urban field placement experiences-the connection toissues of student diversity and school culture when preparing teachers forteachi ng For example gaining practical experience fis confounded by pre-service reachers assumptions and biases about issues of diversity and teach-ing In one study with elementary preservice teachers in a science methodscourse Mensah (2009) found that the biases and assumptions preserviceteachers held about diversity teaching diverse learners and teaching sci-ence came from their own cultural background and experiences and manyof the preservice teachers were unaware they held these views Few of thepreservice teachers had completed student teaching prior to enrollment inthe science methods course thus limiting their exposure of working withindiverse school settings working with students different from themselvesand not having the opportunity to teach science

Furthermore preservice teachers have their own ideas about what itmeans to teach and may hold strongly to these beliefs (Rodriguez 1998van Zee amp Roberts 2001) In fact preservice teachers have had mann vmiddotearsto build up notions of teaching from personal history (Lortie 1975) andtheir ideas however may not represent the real work of what teaching andlearnmg enratls consequently they display negative images of science teach-ing (Mensah 2011) or have deficit notions of the urban school context

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Using Observation Prompts in the Urban Elementary School Field Placement bull 275

(Roselle amp Liner 2012) In addition preservice teachers may not have hadopportunities to reflect on their views of what it means to teach students ofdiverse cultural and linguistic backgrounds (Johnson 2002 Moore 2008aPicower2009)

Therefore researchers offer several strategies and approaches in teach-er education that reveal the beliefs preservice teachers have about teach-ing for diversity as attempts to mitigate factors that may hinder studentlearning The literature actually speaks to early and frequent exposure inurban schools community-based field experiences and paired or coteach-ing models to promote preservice teachers understanding of student di-versity (Eick Ware amp Villiams 2003 Gallego 2001 Gardiner amp Robinson2009) Others have redesigned teacher education courses and programs tosupport preservice teacher learning about teaching diversity and urbanschools (Lee et at 2010 Picower 2009 Sleeter 2001 Waddell 2011) Stillothers have used writing orjournaling within the field experience to pro-mote learning about diversity

JOURNALING IN THE URBAN FIELD PLACEMENT

Preservice teachers need opportunities to engage and reflect on studentdiversity and culture within classrooms (Mensah 2009) One approach inpreparing preservice teachers for diversity and to reflect on experienceswhile in the field placementisjournaling or reflective writing For exampleOlmedos (1997) research analyzed the journals and essays of White pre-service teachers prior to and after fieldwork to determine if their view andbeliefs wou ld change after field assignments in urban school districts Someinitial beliefs that the preservice teachers had of students in urban schoolswere that urban students were unmotivated and deserved pity about theirsituations Some preservice teachers felt it best to be colorblind holding tothe idea to treat all students the same The views of the preservice teacherschanged after their field experience Those who initially felt that urban stu-dents were unmotivated found that students actually wanted to Learn Thepreservice teachers also learned that pitying students because of their socialcircumstances actually led to lowered expectations and those who felt theyhad to be colorblind in order to be fair found that they were not differenti-ating instruction and not meeti ng the needs of their diverse students

PURPOSE

There is nil emergent body of research on the urban field placement and thepreparation of teachers for these settings (Lee et al 2010 Roselle amp Liner

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276 bull F M MENSAH

2010 Sleeter 2001) Still few studies pertaining to field experiences focuson student diversity urban school culture and science teaching Thereforeconsidering previous research on the urban field placement joumalingand the preparation of teachers for diverse settings the purpose of thisstudy is to describe how weekly guided observation prompts were used as aninitial assignment in an elementary science methods course The emphasiswas on providing a rich field-based experience while focusing on issues ofdiversity in urban science teaching prior to formal student teaching intern-ships throughjournaling The research question for this study was In whatways do guided observation prompts aid elementary preservice teachers ingaining a deeper understanding of student diversity school culture andscience teaching in urban elementary schools

METHOD

Setting and Participants

This study took place in a 16-week graduate level elementary sciencemethods course at a large urban university in New York City (NYC) The sci-ence methods course with a strong field-based component was a requiredcourse for initial elementary teacher certification There were nine femalepreservice teachers (PSTs) who participated in this study (Table 131~ allnames in the study are pseudonyms) These PSTs were diverse in terms ofraceethnicity and age they were enrolled in the science methods coursefor one semester and had no prior student teaching experiences they wereseeking elementary school certification and all nine wanted to teach inNYC public elementary schools Information from initial surveys on demo-graphic data and teaching experience was used to assign the PSTs to oneof two local urban elementary school placements in East Harlem NYC forthe semester-Elementary School 1 (ES1) or Elementary School 2 (ES2)

From the Quality Review Report data from the Department of Educationwebsite ES1 was a small K-5 school of approximately 150 students Sixtypercent of students were eligible for Title 1 funding 57 of the student en-rollment was Black African American 41 Latin (a) and 2 other racesethnicities Six percent of the student population was listed as English Ian-guage learners and 26 was special education students Overall boys ac-counted for 55 of the student body and girls 45 The school curriculumconsisted of tradi tional subject areas of language arts mathematics and sci-ence and additional special courses in art swimming and music Therewas SMART Board technology in the science classroom that the schoolsscience specialist IVIsC used occasionally for science instruction The sci-ence specialist was the primary science teacher in the school for all grades

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TABLE 131 Preservice Teacher ProfilesPreservice Race-Ethnicity Previous Student Previous Teachingl Science Plan to teach in SchoolGradeTeacher Age (years) Teaching (YN) Teaching Experiences NYC (YN) Placement

na Cau casi an ~j N Su bsu lu tc Leaching assist Icacher Y FS I I slsum mer science- camp u-ach-r

Lorraine Cau casi an ~ 1 N None Y ES I 1st

Tabi tha Jewish22 N N Y ES l 211dKlisli Cau ctsi a 11 2n N N Y ESl 4111 CTPNora Whi LeJ(gtwish N Two su mmcrs t cac hi ng 5-6Lh Y rSI4Lh

graders in summer programJ ani 11e African American- N N Y ES 1 5th

French ~IRachel CaLI cusiun 21i N N Y IS24thHopE- Asian ludim 27 N Afterschool science proglllll 11)] Y 1524th CTT

eleiueu tary stud e nts nutrition to4-5tb ~rtd(~rs

Valade Pakistani ~4 N ~ years in aftcrsc hoo l program for v rs~ 4Lh CTT4-()Lh graders

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Information from the Quality Review Report described ES2 as a PleK-6school with a student population of 877 students It was 94 eligible forTitle 1 funding ES2 was a racially and culturally diverse school with 84Latin(a) 15 BlackAfrican American 1 White 1 Asian or Pacific Is-lander and 025 American Indian The student body included 44 Eng-lish language learners and 4 special education students Overall boysaccounted for 51 of the school population and girls 49 The schoolcurriculum consisted of traditional subjects with an expanded two-periodliteracy curriculum and extracurricular courses in physical education foodand nutrition and chess ES2 also has SMARTBoard technology in certainclassrooms which was acquired from one of the teachers who entered acompetition and won this technology for the school The science teacherMs G used the Sl1ARTBoard in her classroom on rare occasions

Procedure and Data Sources

Six PSTs were assigned to ESl and three PST were assigned to ES2 forthe semester They spent at least two hours per week (approximately 28-32hours for the semester) in their school placements As a course require-ment the PSTs were given weekly guided observation prompts (Table 132)to introduce them to their school and students The first five visits for theguided observation prompts focused on the school context and school cul-ture student diversity (ie selection ofa case study student and whole classstudent diversity) science instruction and science communication ThePSTs were encouraged to observe both the general classroom teacher andthe science specialist They could observe the general classroom teacherfor the first hour and then accompany the class to science for the secondhour or start in the science classroom with the science specialist for thefirst hour and accompany the students back to the general classroom forthe second hour During their time in the school which was not limited tosimply observing they were viewed as another teacher in the classroomThey interacted with the teachers and students on each visit assisting insmall and large group activities and they also conducted brief interviewswith students to plan a microteaching assignment (Gunning amp Mensah2010) The microteaching assignment consisted of planning teaching andassessing a two-day science lesson in the science andor general classroomtaught later in the semester The observation prompts served as contex-tual knowledge about the school and students in order to plan for mi-croteaching In addition the PSTs interviewed the science specialist abouther expeJielues and background in teaching science for the final enuyof the guided observation prompts (Week 6 Reflection) the PSTs were

Sealey-Ruiz Yolanda Lewis Chance W and Toidson Ivory ede Contemporary Perspectives on Access Equity and Adlievcmcnt Teachor Education and Black Convnunities Impllcatloos ror Access Equity and AchieYemeflL Charlotte Ne USA Information Age PubSshiny 2014 ProQuesl emily Web 20 September 2014CopyrighIG2014 lnlorrnzltlon Age Publishing AI rights reamparved

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TABLE 132 Weekly Observation PromptsObservation Focus Observation Prompts

fCtk J Con te-xt Wha t is thr- conte-xt or the school sill dent 110dy rnakr-u p grades genera 1classroom rlr-mogvap hi CS the school cnvi 1011111en ICI2SSI00Il1 sr-ui ng school rnora lr- physica] (11i10nn1lt11Isoci al c-nviron mr-nt of t hc sch oo] and classroom you 31( ohsorvi ng(Le

Week~ Student ~10 is a student leastmost like me Observe and work with this one student for the next month (case study studeut) HowDiversity do 1 teach science for this student and other stud ents oflinguistic cultural academic and social diversity Consider this

student for your p reassessment gt11atis the science curriculum in the classroomgtWegtek~)Science Is science bei ng taught Howis science being taughtgt How are students learni ng and understanding science How does 11ly

Insu-ucti on case study stud e nt learn science alld und erstaud sciencegt What teaching strategies is the teacher ll~illg Do stud ents teallyunderstand scieuc e What are students learning i II other areas that can be used for making science more relevant andeasier to understand

W(~ek 4 Stud ent How different are the students 1 am observing and will t(-~a(h Observe or work with a srna ll group along with your rase studyDiversi ties student HI)I can we assess what students kn ow and understand iII scieuce Vh1t kinds of assessment pracri CtS II bei ug

used ill thei rscienc- CllSS)OOl~ck Sci cnclaquo How well do stud crus talk about scicncr- in the classroomgt How well do students make conucctions be lwco 11pcrsonn l talk andCommu ui cation language and tholanguage o[sri(cc Record some specific cxampl-s of what students say in thoscionc c classroom 11I1e

they are comm unica ling Ihci r srie nee u nrlcrstandi ng H ow can you help you I cas stu rly st udell I ia lk abou Isci nce- in waysthat build his zhr-r und crsta nd ing ofsciencegt

Veek fi Reflection Re-read vourjou mal entri es What di ell learn about elementary science from observi ng and working with 1111 case studystudent and other students in this classroom What did I learn from the classroom teachergt ~1at factors seem to beimportant in teaching and learning science How will this field experience aid me in planning for 111)microteachi ng

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asked to reread their journal entries and provide summary paragraphs ofwhat they learned from their ob ervations in the school

Collected at midsemester the observation prompts served as the primarydata source for this study Additional sources from the course such as writtenpapers lesson plans informal conversations and sernistrucrured interviews(done at the termination of the semester) allowed for additional conceptualinsight into the use of the guided observation prompts as a useful reflective toolin urban teacher education As the instructor and researcher for this study I alsomaintained a written journal where I recorded weekly notes from classroom dis-cussions and observations informal conversations with the PSTs and teachingobservations ofthe microteaching lessons done by the PSTs in their placements

Data Analysis

For this study the nine PSTs six-week guided observation journals werecollected and compiled into one case record document for analysis Thejournals were coded using constructivist grounded theory (Charmaz 2006)According to constructivist grounded theory both data and analyses are so-cial constructions (p 31) such that any analysis is contextually situated intime place culture and situation (p 131) Hence the data analysis was aninterpretive inquiry in that re earchers make an interpretation of whatthey see hear and understand from the data and the process of data analy-sis (Creswell 2007 p 39) By going systematically through the data and ac-tively naming data (p 47) defining what was significant in the data andclescdhing what was happening in the data Iwent through a process of ini-tial coding in order to understand the relevancy of the guided observationprorllpts on the PSTs views of student diversity urban schools and scienceteaching Initial coding was followed by focused coding where I stayed doseto the data (Charmaz 2006) in order to produce codes and categories con-solidate the codes and formulate theoretical interpretations ofthe data Ibe-gan this process by coding individual journal entries for each PST to captureindividual learning Throughout the process of analysis I typed memos inthe electronic files using gerunds and other phrases to name and interpretthe data (Charmaz 2006) I moved from one journal entry to the next iden-tifying categories for comparative analysis across all journal entries from thenine PST5 (Charmaz 2006 Strauss amp Corbin 1998) Within this process ofgrounded theory as a comparative method the researcher compares datawith data data with categories and category with category which I did forindividual and group entries (Charmaz 2005 p 517) I also used the focusand content of the guided observation prompts to aid coding such as con-text chool culture student diversity laquoscience instruction and sci-ence communication Finally I was able to collapse and finalize the major

SealeymiddotRuiz Yolanda Lewis Chance WO and ToIdsonlvory eds Contemporary Perspectives on Aocess Equity and AchieY6ment Teacher Education and Black Corrvnunities Implications for Access Equity and Achievemenl Charlotte NC USA Informillion Age PubIishing 2014 PruQurutQbrary Web 20 Septtlmber 2014Copyright 0 2014 Information Age Publishing All rights reserved


themes from the analysis process and gained insight into the usefulness ofthe guided observation prompts for urban teacher education

Elements of rigor or trustworthiness of the themes as findings of the studywere accomplished from using multiple levels of data interpretation as well asmultiple data sources and theoretical lenses (Guba amp Lincoln 1989 Mensah2009) Adding to the trustworthiness of the study the data analysis was sys-tematic and grounded in the experiences ofthe PSTs writtenjournals obser-vations in the field and conversations with the PSTs about their learning tobecome urban elementary teachers Ialso used my knowledge of the schoolplacements which have been partnershi P schools for many years Tints I wasvery familiar with the teachers students and context at the two school sites

FINDINGS

The six-week guided observation prompts were a valuable learning tool in in-troducing the nine PSTs to the urban school context and culture student di-versity and science teaching Three central themes from the study were findingcomfort in the urban school context attending to academic and social needs of urbanschool students and witnessing science as the marginal subject area in the urban schoolcurriculum Each highlighted awareness and thoughts about urban schools asthey worked with students of varying racial ethnic and linguistic backgrounds

Finding Comfort in the Urban School Context

Being placed in an urban elementary school can be a frightening expert-ence for PSTs who have not entered or spent time here in their past Thepublic images that circulate about urban schools in many LlSeScause trepida-tion for some PTSs new to urban settings (Mensah 2009 middotatson 2011) Thenine PSTs in this current study revealed some initial fears and biases abouttheir images of the inner city school culture students and community Forexample Tabitha was imaging urban school children from notions of badbehavior or poor classroom management issues She shared the following

I have lead a rather sheltered life myself and have heard all the horror storiesabout trying to teach in inner city schools and so I am somewhat ashamed toadmit that when 1observed these inner city kids pla)~ng with parachutes dur-ing a science lesson just like any other kid I ve met I felt a sense of relief Thesechildren arent inherently different or worse behaved than any other childrenjust because they are from the city (Tabitha Veekl ES1 2nd gade)

Similarly some PSTs wrote about their initial preconceptions about ur-ban schools in their journals and also discu sed these ideas throughout the

Sealey-Ruiz Yolanda Lewis Chance W and Toidson Ivory ods COntempomry Perspectives 011AccelS Equity and Achievement Teamer Educallon and BLad Convnunities plicationll for~ Equity and AchitlV(lrT1enl Charlotte NC USA Information Age Publshing 2014 ProDuestebJary Web 20 Seplember2014Copyright t 2014 Information Age Publishll1g All nghlS reserveo

282 bull F IV MENSAH

semester They observed that their school placements were welcoming andnurturing and many of them described their urban school as comfortableplaces not only for the students but also for them Rachel liked the positiveupbeat feel ofES2 and she also noted how the security guard at the entranceof the school seemed to know each individual child She commented about thestudent work displayed in the halls as a sign of care for student learning

OnJanines first visit to her school placement she talked about the senseof community and family she felt at ESl She stated the classroomteacher she observed addressed the students as scholars please direct yourattention up front and no matter what subject she discussed she would besure to add scholars to the end like math scholars and reading schol-ars Janj ne also added

IVIoverall feeling for the school is that it is a small well-known communityinside All the teachers know all the students because at some point the stu-dents were their previous students The kids stick up for each other and theyall n~spect each other They play in a friendly way almost like family Theyknow each persons dislikes and each is willing to speak for each other whengiven the chance I think I will have no problem getting to know the kids theyseem very accepting ltJanineVeek 1 ESI 5dl grade)

Making connections to community and family and reflecting on theirtime in the field the PSTs revealed how their thinking about urban com-munities and urban students changed oyer the six weeks and the semesterFor Tabitha it was not believing what she had heard about urban schoolsbut grounding views and perspectives from personal observations and ex-pcrienccs at ESl The PSIs commented that their urban school placementfor example ES1 was a comfortable space while others mentioned thealmost like family feeling and being accepted as a teacher in the schoolby the students the cooperating teachers and the staff The school cultureand student diversity played an important role in what and how the PSTsviewed their time in their school placements and shaped a better imageof the urban school context which bullbullas inclusive of caring schools playfulstudents and family-like communities where you are respected and knownTheir initial introduction to the urban school community through theguided observations helped to dispel negative preconceptions and deficitnotions about inner-city kids and urban schools

Attnding to Academic and Social Needs of UrbanSchool Students

Though all of the guided observation prompts had a focu on students inthe urban elementary classroom observation prompts for Veek 2 and Veek

Sealey-Ruil Yolanda lewis Chance Wo and Toldson IYOI) eels Contemporary PerspectiVes 00 Alt(efS Equity alld Adliuvement Teacfler Education and Black Communlllcs Impllcatloos for Accei-S Equity and Achievemenl Chariotlo NC USA Information AQQPublahing 2014 ProOuestebrary Web 20 Seplember2014Copyright C 2014 Infoonalion Age Publishing All ri~15 reserved


5 were particularly focused on student diversity Hope stated there were vastdifferences between students that cannot be overlooked (Hope Veek 5ES2 4th grade) The PSTs selected a case study student to interview himherabout science and to use this information to plan for microteaching Theywere asked to work with the case study student (individual diversity) and asmal1 gTOUp of students (group diversity) For selecting a case study studentthe PSTs had to select someone least or most like them Even though mostof the PSTs commented that the students they were observing were not likethem in terms of ethnicity or race being that the two schools were predomi-nantly BlackAfrican American and Latin (a) they still were able to connectwith one student in the selection of a case study student For example Norawrote that in terms of racial and cultural diversity pretty much none of thestudents are like me Therefore she gave more consideration to studentspersonalities and was able connect with one student

I watched a girl named A She seemed to be very excited about school andpaid fairly close attention to the teachers despite the fact that most of hestudents were talking when they were supposed to be listening or working qui-etly Even though A appeared to be slightly more outgoing and participatoryin c1asbullbullthan I was at her age I still felt the strongest connection to her out ofall the students (Nora Veek 2 ESl 4th grade)

Recall that the school placements were diverse in a number of ways es-pecially in terms of socioeconomic status learning needs cultural and lin-gllistic diversity Both were classified as Tide 1 schools and both schools over

recent years had increasing enrollments of Spanish-speaking students whereSpanish was the first language The PSTs reflected on the bilingual studentsand their particular needs in science and in the general classroom Anaspoke with Ms C the science teacher at ESl about the student demographics

Ms C told me that almost half of her kindergarten science class speaks onlySpanish and that overall many of the student s are bilingual In fact she want-ed to know if spoke Spanish (Ana Weekl ES1 l st grade)

The first grade class that Ana was assigned to had many students whospoke Spanish as their primary language Ana described her interactionswith an English language learner (ELL) student named 0 who was also hercase study student When deggot excited about learning she would speakin Spanish rather than English Ana reminded the student I dont speakSpanish Ana commented

As a preservi ce teacher who plans (0 leach in (he NVe public school system Iwonder iff should be taking Spanish language classes While its not a require-

SealeymiddotRull Yolanda Lewis cnerce Wo land ToIdgton IVOfY ede Conlemporery Po~pcctivos on Accoss Equity and AchiGvemenl Teacher Eduolion and Black Communities Implicatloos for Access Equity and Acievemenl Charlotle NG USA Information Age PubIishlng 2014 ProQueslebftlry Web 20 Seplember2014Copyright C 2014 mrometcn Age PUbliShing All rights reeervec

284 bull F M MENSAH

meut that I speak Spanish I think it would better prepat-e me for communi-cating with students (Ana Week2 ESl Ist gmde)

D wa a fourth grade student at ESI who caught Kristis attention in theclassroom because he was so excited to share in the class during groupshare time (Kristi Week 2 ESl 4th grade) Kristi noted that D had dif-ficulty with reading and pelling and later realized that English was Dssecond language From interacting with D and the other students in theclassroom Kristi believed that it vvas absolutely necessary that they [thestudents] be exposed to scientific language as much as possible and yetmost of this happens through the worksheets which many of them pay verylittle attention to (Kristi Week 6 ESl 4th grade) Kristi thought that inthe science classroom more time should be elevoted to whole group dis-cussions where bilingual students can develop the language of science(Kristi Veek 6 ESl 4th grade) She also commented about her urbanschool classroom being understaffed in supporting students like D

Vith two teachers and 25 kids it is impossible for each child [0 get the direct at-tention they need Many of the students are bright and inquisitive but with manyof them being English language learners or Special Education students they re-quire a lot of support Unfortunately between these special needs and the behav-ioral problems within the classroom the teachers are not only understaffed forhe responsibilities they have bur they often spend a good part of the day disci-plining and attempting to control the students (Kristi Week 1 ES1 4th grade)

All of the PSTs reflected on student diversity in their urban school place-ments and gave attention to the selection of a case study student-someonethey could connect with and build a relationship with over the semesterBoth schools were experiencing increasing numbers of English languagelearners and the PSTs noted the importance of having academic and socialsupport in the classroom especially for students of linguistic diversity andeven for their teachers The PSTs mentioned science teaching and learningwith students of diverse backgrounds and discussed how science was posi-tioned in their field placements

Witnessing Science as the Marginal Subject Areain the Urban School Curriculum

A third theme was highlighted from the PSTs journals They witnessedscience as a marginal subject in the overall urban elementary school cur-riculum (see Mensah 2010 Spillane Diamond Walker Halverson amp Jita2001 Tate 20m) Within the course we discussed the low stanu of sciencenot only in ethnicallyracially diverse urban schools but more bullbullidely in

Sealey-Ruiz Yolanda Lewis Chance W and ToIdsOIl Ivory eds Contemporary Perspectives on Access Equity and Achievement Teacher Education and Black Corrnnunilies Impliccltions for k(ess Equity and Achievement Cha~ttc NC USA Inroonation Age Mlishlng 2014 ProQuesl ebrary Web 20 September 2014Copyright e 2014 Information Age Publishing All rights reserved


elementary schools therefore their observations confirmed this For in-stance Ana talked about the lack of science for the first graders at ES]

Science is given much less time than English math and social studies It is of-ten greeted with enthusiasm as a break in routine However the little amountof time allotted to science becomes problematic when students are unable tomake connections between lessons from weeks before I believe if the classhad science more often it could lead to better retention and understanding(Ana Week 6 ES1 Ist grade)

Rachel shared similar sentiments about the limited amount of time stu-dents spent in science at ES2

The students are supposed to have three or four science periods a week atleast one in Ms Gs class possibly two HOWCelthe science class is oftencancelled if school is closed or there are other school activities such as as-semblies and school pictures booked for the same time (Rachel leek 1ES24tll grade)

Rachel also expressed how science was eliminated from the school sched-ule vhich also made it difficult for students to retain what they were learn-ing in science class a similar comment made by Ana at ESI Ms G thescience teacher at ES2 mentioned that retaining information is one ofthe most challenging problems she has with her students and attributedthis retention problem as a consequence of teaching science only once aweek if that When another event is scheduled science can be one of thefirst subjects to be eliminated from the schedule (Rachel Veek 1 ES24th grade) Rachel added that Ms G feels science is extremely importantfor a students education She thinks it is disheartening that science is be-ii1g limited and removed from schools (Rachel Teekl ES2 4th grade)

The same way that science held a marginal status in urban elementaryschools students with particular needs were marginalized from learningscience as well Science learning was not a priority for them because manyof the special education students rarely attend science class and instead goto what they call therapy-missing out almost entirely on their scienceeducation (Kristi Week 4 ES1 4th grade) Kristi who was placed in aCollaborative Team Teaching (CTT) classroom at ESl also shared the fol-lowing in her summary reflections about the marginalization of science asa disposable subject compared to other subject areas

The students at ESl are clearly being shown by example that Science is a dis-tant second to Math and Reading in their education The kids simply donot have me time to get a qualil) science education in their current curricu-lum Sometimes students have music lessons in place of their science class It

Sealey-Ruiz Yolanda Lewis ChanceW and Toidson Ivory 00s Contemporary Perspectives on Access Equity and Adlievemenl Teach~ Education and BlackConvnllnities Implications for Access Equity arc Achievement Charlotte NC USA InformationAge Publlshing 2014 PmQuesl ebtary web 20 September 2014Copyright C 2014 Information Age Publishing All rights reserved

286 bull F M MENSAH

is treated as a disposable subject alongside art and music to be addressed ifthere is the time (Kristi Veek6 E51 4th grade)

The PSTs witnessed science as a low priority distant second subject andreflected on the implications of no science in urban elementary classroomsFor example Kristi shared Teachers must be aware of the importanceof science education for all students and treat it as equal to the subjectsof Reading and Math (Kristi leek 6 ESl 4th grade) The elementaryschools that the PTSs observed did not have science as a major part of theurban chool curriculum They commented that not all students were re-ceiving science instruction noting bilingual and special education studentsas most marginalized in learning science

From the observation prompts the nine PSTs reflected on many aspectsof urban schools such as the school context and culture They were able tothink more deeply about student diversity such as their case study studentsacademic linguistic and social needs They discussed the marginalization ofscience in their school placements and were given excellent insight into ele-mental) science teaching from their time in schools (Ana Week 6) Overallthe guided observation prompts allowed the PSTs to gain valuable experientialknowledge about urban school culture student diversity and science teaching

DISCUSSION AND IMPLICAnONS

A key goal in teacher education is to provide meaningful opportunities forPSTs to gain professional knowledge and teaching experience prior to be-coming full-time classroom teachers Where bullbullhen and how PST) are pro-vided with these experiences and what they get during these experiencesimply challenges in teacher education regarding field placements Thereare also challenges in finding opportunities for preservice teachers to workwithin diverse urban schools bullbullnth populations of students they most likelywill teach Being aware of the realities of urban schools-their context cul-ture students and curriculum-s-means acknowledging the range of diver-sity issues found there and providing learning experiences that enliven abroader knowledge of urban schools and the many roles teachers play inthese settings Findings from this current study speak to teacher educationin three important ways and connect to previ 0us work on urban field place-ments and the preparation of PSTs for diverse learners

First the six-week guided observation prompts generate both practi-cal and theoretical insights into PSTs learning about urban schools Theguided observation prompts serve as a reflective tool that elicits initial ideasabout urban schools communities students and teaching

Sealey-Rllil Yolanda Lewis Chance W and Tokbon Ivory eds Conlomporwy PliKlIpedives on Access Equity and Achievement Teacher EdJcalloo and Black Communities Implications for Access Equily ancl scneveneru cnarcne NG USA Informallon Agu Publishlng 2014 ProQueslebrary Web 20 September 201-1Copyright Q 2014 Information Age Publishing All right reserved


Similar to findings in other studies early exposure and journaling forPSTs help alleviate fears address misconceptions and stereotypes of urbanschools and provide a context for on-going discussions in the preparationof teachers for diverse students (Garmon 2001 Hiemstra 2001 LoweProut amp Murcia 2013) The PSTs in this study change their initial viewsand generate their own perspectives and relationships with the predomi-nantly BlackAfrican American and Latin (a) students in thei r school place-ments They invalidate negative images and stereotypes about inner-citykids and schools which are based upon second-hand reports of what othershearer and not on their first-hand experiences from what they see Re-vealing assumptions biases and stereotypes are necessary goals for teachereducation practices otherwise PSTs may perpetuate practices and main-tain misconceptions that marginalize students while also hindering theirprofessional growth and learning as teachers (Mensah 2009)

The PSTs observations also disclose some of the realities constraints andpossibilities of teaching in urban schools and working with BlackAfricanAmerican and Latin(a) children of varying educational needs The ability toview urban schools which are increasingly being populated with BlackAfri-can American and Latin(a) students as rich environments for teaching andlearning become places to advocate for socialjustice (Moore 2008b) and sitesfor holding high academic standards of excellence for all students (BrownBenkovitz Muttillo amp Urban 2011) Both advocacy and excellence should bediscussed in teacher education programs as topics in urban school teaching

Second the finclings of this study also build upon and extend the workof Eisenhardt Besnoy and Steele (2011-2012) in their framework of assign-ment5 requiring their PSTs to collect data about two diverse elementary stu-dents during a twelve-v bulleek placement The PSTs experience cognitive dis-sonance as some of their preconceived notions about students and teachingconflicted with their field study experiences What this current study con-nects and extends to that work and of other researchers is the opportunityfor PSTs to critically reflect on their personal experiences within urbanfield placements that give explicit attention to understanding context cul-ture and content through purposefully crafted observation prompts Theprompts allow the PSTs to enter urban schools with focused intent on learn-ing about their placements For example being present to make obser-vations and connections directly the PSTs build relationships with BlackAfrican American and Latin (a) students learn about pedagogical socialand institutional issues in urban schools and interact closely with classroomteachers in learning about their roles as urban teachers Bur to have thisaccess to urban schools schools of education and even content methodscourse instructors have to foster relationships with urban schools throughsrhool-university partnership that foster mutually beneficial relationshipsfor preservice and inservice teacher development (see Mensah 2010)

Sealey-Ruiz Y Lewis C WO amp Toldson I (Edll) (2014) Contemporary Pt(SpeCliv(I(Ion Access Equity ana AchIovement Teacher EuUClIIIoo nnd BllICk Coo1muniliw Imfllcoionll fOl A~ liquity gnd Actliflvemenl cnarcne NC USA rnronuauco Ago Publiohing R bullbulltrieved from hllpfwwwobrarycomCopyright C 2014 Information Aga Publishing All rights reserved

288 bull F M MENSAH

Finally as a science teacher educator I am not only concerned with wherewhen how and what kinds of experiences PSTs get in their preparation asurban school teachers but I am also concerned with preparing urban scienceteachers who have the skills and knowledge and desire to work within ethni-cally racially and linguistically diverse schools many of which are populatedwith BlackAfrican American and Latin (a) students Researchers stress theimportance of science education for all students particularly students mostmarginalized from participating in science (Lynch 2001 Mensah 2010 Ri-vera Maulucci 2010) In the science methods course many issues regardingteacher preparation and student learning erve as major discussion pointsin the development of culturally responsive science teachers The reflectivecomments from the guided observation prompts offer an approach for thepreparation of culturally responsive science teachers who have an affirmingattitude toward students from culturally diverse backgrounds (Villegas ampLucas 2002 p 24) and are able to see the marginalization of science instruc-tion for diverse students (Tate 2001) However in order to reach this level ofawareness PSTs must first reveal and confront their biases and assumptionsabout teaching for diversity as w-ellas question their assumptions about whocan do science (Mensah 2009 Moore 2008a)

Researchers offer many approaches in teacher education to prepareteachers for urban school placements hoping to develop teachers whoare equipped to work with students from diverse cultural backgroundsand experiences (Pi cower 2009 Sleeter 2001) The guided observationprompts bring out issues pertinent to teaching Black African Americanand Latin(a) children These are children from diverse cultural ling-uisticand soci al backgrounds with many having language and learni ng concernsThese issues need to be discussed early and throughout teacher educationand continue through professional development This can occur by offer-ing PSTs multiple and varied occasions to visit urban schools work withdiverse student populations here and to teach within these settings Thisstudy suggests that this occur prior to full-time student teaching internshipswhere PSTs are introduced to urban school issues earlier in their prepara-tion as teachers and also within content methods courses Rushton (2003)notes that PSTs have to overcome culture shock as student teachers dur-ing their internships in inner city schools Joumal entries from the currentstudv allude to the idea that culture shock may be diminished if PSTs are

i

given opportunities early in their preparation to observe write reflect anddiscuss issues relevant to urban school teaching particularly in cases withhigh numbers of BlackAfrican American and Latin (a) students in urbanschool placements PSTs need real time in urban schools in fact these aresetnngs they have not previously had opportunity to observe and teach butare places they most likely will be as teachers

Sgoloy-Rui~ Y lowi~ C W amp ToId~ L (Eds) (2014)_ Contemporary pesoecuves on Access Equity and Achievement Teacher Education and Black Communitie$ Implicalioos fOf Access Equity and Adiievemenl cnsroue NC USA Information Age Pu~hing Retrieved from hltpflwwwebrnrycomCopyright C 2014 Information Age Publistmg AI rlghls reserved


CONCLUSION

The PSTs in this study=-who are ethnically and racially diverse as well--ltle-velop personal relationships within their urban school placements enablingthem to dispel preconceived notions of urban schools and students they giveparticular attention to the academic and social needs of urban school studentsand regarding the teaching of science they witness science as a subject areanot given much priority in the urban elementary school curriculum The CUI-

rent study addresses the preparation ofPSTs for urban school teaching with afocus on learning about student diversity and science teaching prior to studentteaching The experiences provided for the PSTs occur within a field-basedcontent methods course and relate the importance of having early experiencesto think about urban school teaching in a purposeful guided war Overallthe guided observation prompts provide the content for conversations aboutteacher education and the preparation ofPSTs for urban school teaching Theguided observation prompts offer focused attention on the urban school con-text culture and content prior to formal student teaching internships

Researchers note that in typical field placements and Internship experiencesPSTs focus on routine tasks procedural concerns of time management lessonplanning and classroom management (Moore 2003 Zeichner amp Tabachnick1981) This leaves PSTs little time to focus on fundamental issues of student andschool diversity during their field placements Therefore the guided observa-tion prompts serve as a useful tool in the preparation of culturally responsiveteachers (Villegas amp Lucas 2002) If we want to act responsibly to the growingdiversity of our schools we must address how teachers view BlackAfrican Amer-ican and Latin(a) students and develop approaches in teacher education thatallow them to view urban schools students and communities in affirming waysIVeneed methods that support PSTs development as urban school teachersthey are entering urban school which are increasingly becoming more diverseVithin these settings we want teachers who view urban chooIs as comfortableand welcoming communities for teaching and learning Further these schoolsneed dedicated teachers to advocate for academic excellence for all studentsand in all content areas of the urban school curriculum

REFERENCES

Bennett C 1 (1999) COllljmhlIStI multicultural education Theory and prartice Need-ham Heights 1v1AAIl11 amp Bacon

Brown KlVI Benkovitzj Mutrillo AJ amp Urban T (2011) Leading schools ofexcellence and equity Documenting effective suategies in closing achieve-ment gaps Teachers College Record 113(1)57-96

Sealey-Ruiz Y lewis C W amp Toidsoo I (Eds) (2014) Coolempoolry Perspecwes on Access EQUity and Achievement Teacher EdlC8tion and Black Communities Implications for Access Equity and Achievement Charlotte NC USA Information Ago PubUshing Ramoved from hllpfwwwebfarycomCopyright 0 2014 InformatJon Age Publi5hing All rights reserved

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Causey V E Thomas G D ampJ Armento B (2000) Cultural diversity is basically aforeign term to me The challenges of diversity for preservice teacher educa-tion Teaching and Teacher Education 16( 1) 33--15

Charrnaz K (2005) Grounded theory in the 21st cennuT Applications for advanc-ing social justice studies In N K Denzin ampY S Lincoln (Ed) The sage hand-book of qurrlil(litll research (3rd ed pp 507-533) Thousand Oaks CA SagePublications

Charmaz K (2006) ConsHcling grounded theory A practical guide through qualilaliue

(1alysilLondon Sage Publications LtdCreswellJ W (2007) Qualitative inquiry and vesearctt design Choosing among fioe ap-

pJYJffriJlJ (2nd ed) Thousand Oak Sage Fublicaliol1til 111(Eick cj Ware F N amp illiams P G (2003) Coteaching in a science methods

course A situated learning model of becoming a teacher [oum al of TeacherEducation 5-1(1) 74-85

Eisenhardt S Besnov K amp Steele E (2011-2012) Creating dissonance in pre-service teachers field experiences SRATEJollrlwl 21(1)1-10

Gallego M A (2001) Is experience the best teacher The potential of couplingclassroom and community-based field experiences journal oj Teacher Educa-tion 52(-1)312-325

Gardiner y amp Robinson K S (2009) Paired field placements A means [01 col-laboration Till Netraquo Educator 5(1)81-94

Gannon IV1A (2001) The benefits of dialogue journals What prospective teacherssay Teacher Education Qu(rter) 28(4)37-50

Cuba E C amp Lincoln Y S (1989) Fourth gl1l1mlion eaaluauon Newbury Park CASage

Gunning A M amp Mensah F M (2010) One pre-service elementary teachers de-velopment ofseUefficacy and confidence to teach science A case study J01nal ofSriwrc Teacher Education 22(2) 1il-I85

Hiemstra R (2001) Uses and benefits ofjournal writing Netu Directions Jar Adult

and Continuing Education 90 19-26Johnson L (2002) My eyes have been opened White teachers and racial aware-

ness journal o] Teacher Education 53(2) 153-16iKewalkamani A Gilbertson L Fox M A amp Provasnik S (2007) Status and

trends in the education of racial and ethnic minorities Retrieved from Edu-cation Statistics Services Institute-American Institutes for Research NationalCenter for Education Statistics httpncesedgovjpubs2007minority-trendsvindexasp

Lee R E Eckrich L L Lackey G amp Showalter B D (2010) Pre-service teacher

pathways to urban teaching A partnership model for nurturing community-based urban teacher preparation TencherEducation Quarterly 37(3)101-122

Lortie D C (1975) Srhoolteathev A soriological Jtudy Chicago IL University of Chi-cago Press

Lowe G 11Prom P amp Murcia K (2013) I see I think I wonder An evaluation ofjournaling as a ciiucal reflecnve practice (001 for aiding reachers in challcng-ing or confronting contexts A ustvalirmjournal of Teacher Education 38(6) 1-16

Sealey-Ruiz Y lewis C W amp Toidson 1 (Eds) (2014) Contemporary Perspectives on Access Equity and Achievement Teacher Educallon and BlacII Communities lmpllcaUons for Access Equity and Adllevement Chal1oUe NC USA InfOfTl1alion Age Publishirl9 Retrieved from htlpllWWNcbrarycomCopyright e 20104 Inf0lTl19tion Age Publishing All rights reserved


Lynch S (2001) Science for all is not equal to one size fits all Linguistic andcultural diversity and science education reform jounw of RIS((fCl in ScienceTeaching 38(5) 622-62i

Mensah F M (2011) The DESTrN Preservice teachers drawings of the ideal el-ernen tary science reacher Selwol Science and Mathentatics J 1 f (8)379-388

Mensah F M (2010) Toward the mark of empowering policies in elementaryschool science progtams and teacher professional development CulturalStudies of Science Education 5(4) 9i7-983

Mensah F IvL(2009) Confronting assumptions biases and stereotypes in preser-ice teachers conceptualizations of science teaching and diversity through(he me of book club J01l111((1 0IRrs(IIch ill )(111(( Ti(cZing -6(9) 1 1041-1066

Moore F Iv1Ci008a) Preparing preservice teachers for urban elementary scienceclassrooms Challenging cultural biases toward diverse students Journal 0JSCI-ence Terrch) Education 19( 1) amp)-109

Moore F M (20080) Agency identity and social justice Preservice teachersthoughts on becoming agents of change in urban elementary science class-rooms Research in cicllee Education 38(5)589-610

Moore R (2003) Reexamining th e fie Id ex pc ri en ces of prese nice teache rs Journalof Teacher Education 5-1(1) 31-42

National Center for Education Statistics (20L2) Vigls of Education Statistics 2011(NCES 2012~OOI) Introduction and Chapter 2 US Department ofEduca-tion National Center for Education Statistics Schools and Staffing SurveyTeacher Data Files 2007-2008

Olmedo I M (1997 Challenging old assumptions Preparing teachers for innercity schools Teaching and Teacher Education 13(3)245-258

Picower B (2009) The unexarnined whiteness of teaching How Vhite teachersmaintain and enact dominant racial ideologies Race Ethnicily and Educa-tion12(2) 19-215

Rivera Maulucci M S (2010) Resisting the marginalization of science in an urbanschool Coactivating social cultural material and strategic resources Journalof Research ill Science Tt(lciling -1-7(7)840-860

Rodriguez A J (1998) Strategies for counter resistance Toward a sociotransforma-rive constructivism and learning to teach science for diversity and for under-standing journal oj Research in SCiIN(1 Teaching 35(5)589-622

Roselle R amp Liner K (2012) Pre-service teacher vision and urban schools JOllrnalof Urban Learning Teachillg and Research 845-52

Rushton S P (2003) Two prese rvice teachers growth in self-efficacywhile teachingin an inner-city school The Urban Reaieiraquo 35(3) 167-189

Ryan A 11(2(06) The role of social foundations in preparing teachers fOI- cultui-ally relevant practice M-uitituliuml Education 13(3) 10-13

Sleeter C E (2001) Preparing teachers for culturally diverse schools research and theoverwhelming plesence ofwhiteness J()urnal of tearful education 5(2 9+-106

Spillane] P Diamond] B Walker LJ Halverson R ampJita L (2001) Urbanschool leadership for elementary science instruction Identifying and activat-ing resources in an undervalued school subject journal 6[ Ri itlreh ion SCilJl1f1

TWilling 38(8)9]3-940

~Iey-Ruiz Ylewis C WO8 Toldsoo I (Eds) (2014) Contemporary Perspectives OIl Access Equity and Achievement Teacher Educalion and Black Communities Implications for Access Equity and Achievemenl Charlotle NC USA Information Age Publishing Rebieved from hltptwwwebraryCO bullbullCopyright e 2014 Infonnation Age Publishing All rights reserved

292 bull F rv1MENSAH

Tate W (2001) Science education as a civil right Urban schools and opportunity-to-learn considerations jounwl o] Research in Science Teaching 38(9) 1015- 028

Tatro M T (1996) Examining values and beliefs about teaching diverse studentsUnderstanding the challenges for teacher education Educational EcaluationrmdPolicyAllaZvsis 18(2)155-180

van Zee E H 8Roberts D (200l) Using pedagogical inquiries as a basis forlearning to teach Prospective teachers reflections upon positive scienceIeaming experiences Science Education 85(6) 733-757

Ville gas A lI amp Lucas T (2002) Preparing culturally responsive teachers Re-thinking the curriculum journal of Teucher Education 53( 1) 20-32

VaddeIlj (2011) Crossing borders without leaving town The impact of culturalimmersion [SSIlCS in Teacher Education 20(2) 23-36

WaLOIl D (2011) Urban but not too urban Unpacking teachers desires (0

teach urban students joulIwl of Teacher Education 62( 1) 23-34Zeichner K amp Tabachnick B R (1981) Are the effects of university teacher educa-

tion washed out byschool experiences- [ournal oj Teacher Education 32(3)7-11

Sealey-Ruiz Y bull lewis C w a TOidson I (Eds) (2014) CoolempoRlry eeeepeenves eo Access Equity and Achievement Teacher Educalion alld Black Communities Implications for aecess Equity and scnevemeru Charlotte NC USA Informalion Age Publishing Removed from hUpflwwwebraryCOn1Copyright Cl2014 Information Age Publishing All tights reserved

274 bull F M MENSAH

Tatto 1996) or to teach in urban schools that they perceive to be urbanbut not too urban (Watson 2011 p 29) even though one of the majorgoals of teaching is to foster the intellectual social and personal develop-ment of [all] students to their highest potential (Bennett 1999 p 2)Due to increasing diversity of students in public urban schools and withemphasis on closing achievement and opportunity gaps for BlackAfricanAmerican and Latin(a) students teacher educators have to prepare withgreater success teachers to meet the needs of diverse students and schools(Lee Eckrich Lackey amp Showalter 2010) In this chapter I illustrate howthe urban field placement is a prime place to learn about diversity and toprepare teachers for teaching To facilitate preservice teachers) learningabout student diversity school culture and science teaching in an urbanfield-based science methods course the guided observation prompts serveas a tool for reflecting on and learning about diversity in two predominant-ly BlackAfrican American and Latin (a) public urban elementary schoolsin New York City

DIVERSITY AND THE URBAN SCHOOL FIELD PLACEMENT

Foundational courses in teacher education and field placement experi-ences are viewed as primary places to prepare teachers for the practice ofteaching (Ryan 2006) Yet there is an unspoken connection that needs tobe made regarding urban field placement experiences-the connection toissues of student diversity and school culture when preparing teachers forteachi ng For example gaining practical experience fis confounded by pre-service reachers assumptions and biases about issues of diversity and teach-ing In one study with elementary preservice teachers in a science methodscourse Mensah (2009) found that the biases and assumptions preserviceteachers held about diversity teaching diverse learners and teaching sci-ence came from their own cultural background and experiences and manyof the preservice teachers were unaware they held these views Few of thepreservice teachers had completed student teaching prior to enrollment inthe science methods course thus limiting their exposure of working withindiverse school settings working with students different from themselvesand not having the opportunity to teach science

Furthermore preservice teachers have their own ideas about what itmeans to teach and may hold strongly to these beliefs (Rodriguez 1998van Zee amp Roberts 2001) In fact preservice teachers have had mann vmiddotearsto build up notions of teaching from personal history (Lortie 1975) andtheir ideas however may not represent the real work of what teaching andlearnmg enratls consequently they display negative images of science teach-ing (Mensah 2011) or have deficit notions of the urban school context

seaIey-Rulz yaanda lewi3 CMncc W Md Tddampon Iwry edI COlllem~ Perspectives oo~ Equity and Adlievement Teacher Education and Black Communities ImplicaUonsfor sccess Equity and Achievemeol Chariol1eNC USA Information Age Publishing 2014 ProQuest ebrary Web 20 September 2014COpyright C 2014 Inrormatlon AfIC Publishing All tiglts resorved






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USING OBSERVATION PROMPTS IN THE URBAN ELEMENTARY SCHOOL FIELD PLACEMENT

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Transcript of USING OBSERVATION PROMPTS IN THE URBAN ELEMENTARY SCHOOL FIELD PLACEMENT