A Discussion of Research Aims and Strategies for Studying Education in the Inner-City (A Critique of Non-Participant Observations). Preliminary Draft.

Autor/in	Talbert, Carol
Institution	Washington Univ., St. Louis, MO. Dept. of Anthropology.
Titel	A Discussion of Research Aims and Strategies for Studying Education in the Inner-City (A Critique of Non-Participant Observations). Preliminary Draft.
Quelle	(1970), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Black Attitudes; Communication (Thought Transfer); Cross Cultural Studies; Cultural Differences; Family School Relationship; Naturalistic Observation; Parent Child Relationship; Racial Characteristics; Research Methodology; Research Problems; Verbal Communication + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Naturbeobachtung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Research method; Forschungsmethode; Forschungskritik
Abstract	The objective of naturalistic observations conducted in schools and homes in the inner city was to relate teacher expectation to pupil behavior. Following kindergarten observations, selected black children predicted as potentially successful and black children predicted as poor achievers were observed in their homes along with their mothers. This report is a critique of the research methods employed in the study. It suggests that natural observation is particularly suited to white middle class participants. For a minority group subculture, however, the concept of a "uni-cultural" view of American families does not apply. The alternative offered is an anthropological approach, in which the observer assumes an activist position to develop an honest reciprocal relationship with the subjects. For the purposes of curriculum guides and teacher training, an attempt should be made to eliminate middle class biases and stereotypes when studying black children's learning patterns. The behaviors of poor black children at home and in school differ from those of middle class white children. Their educational needs are also different. The concepts of age, status, sex, and communication factors are discussed as they apply to these differences. The appendix offers a selection of tape-recorded data that illustrate the content of black children's verbalizations and themes. (DR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01