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Culturally relevant teaching in the ...

Ayers-Arnone, Rachael Marie.

Culturally relevant teaching in the art classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Culturally relevant teaching in the art classroom.
作者:	Ayers-Arnone, Rachael Marie.
面頁冊數:	296 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-11(E), Section: A.
Contained By:	Dissertation Abstracts International73-11A(E).
標題:	Education, Art.
標題:	Education, Multilingual.
ISBN:	9781267460691
摘要、提要註:	As a practicing in-service teacher, I designed this qualitative study to explore of the use of culturally relevant curriculum in my junior high art classroom. I used participatory action research to complete this research over the span of two school years. This research allowed me to identify the elements necessary to teach a culturally relevant curriculum, such as teacher background, student-centered teaching and school support. This data is combined with stories of my experiences growing up and stories from the field. I detailed and analyzed community performance art, mask-making and installation art projects for effectiveness and student engagement. Focus groups were a major component of my data collection; I used this data to gain further information from students about their thoughts on what makes an engaging classroom and lesson. Through this study I found a high level of engagement by students. I matched my students engagement with a reciprocal level of emotional input. This study concludes with a call for more research of this kind to be completed by practicing teachers using action research in their classrooms.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3516590

Culturally relevant teaching in the art classroom.
Ayers-Arnone, Rachael Marie.

Culturally relevant teaching in the art classroom. - 296 p.

Source: Dissertation Abstracts International, Volume: 73-11(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2012.

As a practicing in-service teacher, I designed this qualitative study to explore of the use of culturally relevant curriculum in my junior high art classroom. I used participatory action research to complete this research over the span of two school years. This research allowed me to identify the elements necessary to teach a culturally relevant curriculum, such as teacher background, student-centered teaching and school support. This data is combined with stories of my experiences growing up and stories from the field. I detailed and analyzed community performance art, mask-making and installation art projects for effectiveness and student engagement. Focus groups were a major component of my data collection; I used this data to gain further information from students about their thoughts on what makes an engaging classroom and lesson. Through this study I found a high level of engagement by students. I matched my students engagement with a reciprocal level of emotional input. This study concludes with a call for more research of this kind to be completed by practicing teachers using action research in their classrooms.

ISBN: 9781267460691Subjects--Topical Terms:

423243
Education, Art.

Culturally relevant teaching in the art classroom.
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100 1 $a Ayers-Arnone, Rachael Marie. $3 565627
245 1 0 $a Culturally relevant teaching in the art classroom.
300 $a 296 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-11(E), Section: A.
500 $a Adviser: Rachel M. Williams.
502 $a Thesis (Ph.D.)--The University of Iowa, 2012.
520 $a As a practicing in-service teacher, I designed this qualitative study to explore of the use of culturally relevant curriculum in my junior high art classroom. I used participatory action research to complete this research over the span of two school years. This research allowed me to identify the elements necessary to teach a culturally relevant curriculum, such as teacher background, student-centered teaching and school support. This data is combined with stories of my experiences growing up and stories from the field. I detailed and analyzed community performance art, mask-making and installation art projects for effectiveness and student engagement. Focus groups were a major component of my data collection; I used this data to gain further information from students about their thoughts on what makes an engaging classroom and lesson. Through this study I found a high level of engagement by students. I matched my students engagement with a reciprocal level of emotional input. This study concludes with a call for more research of this kind to be completed by practicing teachers using action research in their classrooms.
590 $a School code: 0096.
650 4 $a Education, Art. $3 423243
650 4 $a Education, Multilingual. $3 423437
690 $a 0273
690 $a 0455
710 2 $a The University of Iowa. $b Education. $3 565611
773 0 $t Dissertation Abstracts International $g 73-11A(E).
790 $a 0096
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3516590

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