Integration of an Arts-Based Curriculum in a K-5 Charter School

Autor/in	Miller, Michael Rice
Titel	Integration of an Arts-Based Curriculum in a K-5 Charter School
Quelle	(2011), (225 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2670-5635-1
Schlagwörter	Hochschulschrift; Dissertation; Learner Engagement; General Education; Charter Schools; Active Learning; Teaching Methods; Second Language Learning; Data Analysis; Multiple Intelligences; Elementary Schools; Art Education; Case Studies; Qualitative Research; English Language Learners; Semi Structured Interviews; Intellectual Development; Inservice Teacher Education; Teacher Workshops; Integrated Activities; Interdisciplinary Approach; Art Activities; Curriculum Implementation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Allgemein bildendes Schulwesen; Allgemeinbildung; Charter school; Charter-Schule; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Auswertung; Intelligenz (Psy); Elementary school; Grundschule; Volksschule; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Case study; Fallstudie; Case Study; Qualitative Forschung; Mental development; Geistige Entwicklung; Lehrerfortbildung; Integrierender Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Künstlerische Tätigkeit
Abstract	Arts integration is becoming an important focus within general curriculum instruction to connect student learning needs and content. However, few studies have addressed arts-integrated approaches that enhance the educational process in the general education setting. The aim of this qualitative case study was to examine arts-based approaches in relation to optimizing cognitive growth and offering alternative learning opportunities for English language learners. Multiple intelligences theory, artful learning approach, active learning, and cognitive gains through arts integration comprised the conceptual framework for this study. Participants were randomly selected through maximum variation sampling, and included 6 general educators, 1 arts specialist, and 1 administrator. Data sources included semistructured interviews, arts-integrated units/lessons, and arts-based artifacts. Data analysis included open and selective coding for common themes to answer the guiding research questions. The results indicated the arts support an array of positive influences on student engagement and cognitive growth. These findings revealed the importance of offering general education teachers appropriate arts-integrated professional development opportunities, a variety of arts-integrated classroom supports, and a systematic process for integrating the arts. In particular, participants identified certain lesson outlines and types of training workshops that proved particularly useful for teachers working to integrate arts instruction. The study contributes to positive social change by providing decision makers with methods schools can use to integrate the arts into classroom instruction to promote engagement in all subject areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10