- These articles are within the discipline of educational research: how are they organized? What do you think is the purpose behind their organization? (i.e., why include a “Methods” section?”)
- The Kirkland et al article was organized by first stating what they were planning to observe and the main question(s) they were planning their research around. Next, it gave background information on the group as well as the definitions of what they were planning to collect data from. Then they collected data and analyzed it and showed the audience the data they received. Finally, they gave their results and interpreted their results.
- How do the authors define literacy and why? Based on this definition, what do they observe in the classroom?
- The author’s central literacy they were defining in the article was “cool talk”. They did this because they were looking for themes and patterns that linked black males and “cool talk”. Based on this definition, they observed that there are patterns and symbols in the classroom that connect black males, or “cool kids”, “cool talk”, but that this language separates them from others.
- How might this examination of literacy inform your own observations in your field experiences?
- I feel as if this examination of literacy can inform my own observations in my field experience because I can observe students and the way they are “grouped” or separated based on their ethnicity.
Define inquiry, kidwatching, and responsive teaching? How are they related to one another?
Inquiry- an act of asking for information. It is a way for teachers to stand alongside their students and reflect and revise their teaching (Mills et al 3).
Kidwatching- technique of observing students to learn more about them
Responsive teaching- process of stepping in and out of a learning activity to support the student’s individual needs
Inquiry, kidwatching and responsive teaching are related to one another because they are all a way of collecting data in natural ways, whether it be formal or informal and upfront or by observing. Kidwatching and responsive teaching are examples of inquiry. All three are ways for teachers to get to know their students, which in the long run will accelerate their ways of teaching and improve their student’s learning and literacy.
What kind of “naturally occurring data” can you collect in your field experience?
The “naturally occurring data” that I collected during my field experience was observing classrooms, watching and listening to the student’s conversations in the halls vs. in class, as well as the teacher’s conversations in class with their students vs. with other faculty. Additionally, I took notes, interviewed my teacher and read their textbooks.
Tuesday’s reading(s):
- Kirkland, D. E., & Jackson, A. (2009). “We real cool”: Toward a theory of black masculine literacies. Reading Research Quarterly, 44(3), 278-297.
Thursday’s reading(s):
Mills, H., & O’Keefe, T. (2011). Inquiry into assessment strategies: From kidwatching to responsive teaching. Talking Points 22(2), 2-8. retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/TP/0222-may2011/TP0222Inquiry.pdf
Mariah's Blog 
These articles relate a lot to field experience. When observing students it is important to do so not only in the classroom, but in the hallway or at lunch or recess. I know as a student I acted very differently in an academic class versus at lunch or in gym class. You can use the observations you make outside of a classroom to better your classroom.
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I find it difficult to pinpoint your argument and/or claims regarding the articles. I found the first article that you referenced to be upsetting and unfair stereotype of the African American male community. The article depicts a claim (whether it was intended or not) that “cool talk” is specific to a gender/race rather than exercised by other ethnic communities. I found this to be an attack on African American culture and not a valid study of “cool talk” since, no other communities were studied.
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For this article it brought up many questions about field experience and what to do when in the field if looking for research. I thought it was a good article to read especially with most of us being placed into the classroom and having to take field notes and write a midterm about research in the classroom. In your post, it gave me a different perspective of what “natural occurring data” you said that we can collect in our field placements and what I could also try and use for data for our midterm.
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