Overarching Question:
How do the social power dynamics of students within the classroom affect student achievement?
Subquestion 1:
Who has the power in the classroom?
- journal
- checklist
- peer observation
Subquestion 2:
How do non-native Spanish speakers interact with their Spanish-speaking peers?
- journal
- survey
- student and teacher interviews
Subquestion 3:
What role do the students in power have on students who are less proficient in English?
- journal
- checklist
- survey
Other potential questions that were in my journal:
-How to benefit students who have taught themselves how to not-learn (Kohl)
-How do ELL students perceive the process of learning English?
-What is the best way for students to acquire a new language?
These are great issues--the effect of the social environment on student learning can be really powerful, especially for vulnerable populations. I wonder if "student learning" rather than "student achievement" is what you are after in the overarching question. It also feels like you know the answer to subquestion 1. Maybe something more like "how do students with social power use it in this classroom?" I wonder too if Q3 could be folded into Q1, allowing you to get to your other interests.
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