Efficacy of the Arts in a Transdisciplinary Learning Experience for Culturally Diverse Fourth Graders

Autor/in	La Porte, Angela Maria
Titel	Efficacy of the Arts in a Transdisciplinary Learning Experience for Culturally Diverse Fourth Graders
Quelle	In: International Electronic Journal of Elementary Education, 8 (2016) 3, S.467-480 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Participant Observation; Advanced Placement Programs; Grade 4; Elementary Education; At Risk Students; Interaction; Audio Equipment; Interviews; Photography; Portfolios (Background Materials); Coding; Art Teachers; Teacher Role; Elementary School Teachers; Educational Environment; Cooperation; Self Esteem; Learning Motivation; Participative Decision Making; Inquiry; Student Projects; Interdisciplinary Approach; Art Activities; Student Diversity; Teaching Methods; Peer Influence; Questioning Techniques; Creativity; Content Analysis; Comparative Analysis; Qualitative Research; Arkansas + Suchen Sie Ihr Suchwort? Teilnehmende Beobachtung; School year 04; 4. Schuljahr; Schuljahr 04; Elementarunterricht; Interaktion; Audio-CD; Interviewing; Interviewtechnik; Fotografie; Codierung; Programmierung; Art teacher; Kunsterzieher; Kunsterzieherin; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Co-operation; Kooperation; Self-esteem; Selbstaufmerksamkeit; Motivation for studies; Lernmotivation; Schulprojekt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Künstlerische Tätigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Kreativität; Inhaltsanalyse; Qualitative Forschung
Abstract	The aim of this participant observation was to understand the efficacy of a modified International Baccalaureate Primary Years Program for fourth-graders at a public school with a large percentage of language and socioeconomically disadvantaged students. Data collection over a five-month period concentrated on teaching interactions including audio-recorded time samplings and observations of the art and regular classroom instruction, and interviews (formal and informal) with students, teachers, and school principals in addition to photographs, classroom portfolios, and other artifacts. The analysis, coding, and triangulation of data aided in understanding the art specialist and classroom teachers' roles and contributions to the Primary Years Program. A cooperative school environment paved the way for student self-confidence and motivation for learning through (1) opportunities for student choice and decision-making and (2) collaborative, inquiry-based, transdisciplinary, project-based learning. Regardless of demographics, transdisciplinary learning through the arts challenged and motivated students to think and make decisions in collaboration with others, using and valuing the expertise of peers. Regardless of student ethnicity or socioeconomic status, learners felt empowered and enthusiastic about attending school and gained knowledge through inquiry and project-based opportunities. This progressive ideology and practice has the potential to benefit diverse learners in 21st century education. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01