• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Arts Integration, Common Core, and Cultural Wealth: An Ethnographic Case Study of a Title I Elementary School
【24h】

Arts Integration, Common Core, and Cultural Wealth: An Ethnographic Case Study of a Title I Elementary School

机译：艺术整合，共同核心与文化财富：以第一民族小学为例的民族志案例研究

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This ethnographic case study examined the processes of a Title I elementary arts academy in developing, implementing, and sustaining an arts integrated curriculum in relation to the Common Core State Standards (CCSS). In addition, this study explored the possibility of an arts integrated curriculum as a conduit for students' cultural wealth. The sample consisted of 10 participants from 1 elementary school in southern California. The research design consisted of semi-structured interviews with teachers, a teaching artist, 2 teachers on special assignment (TOSAs), and the principal. In addition, observations of arts integrated lessons and an analysis of institutional documents were conducted.;Findings were organized around 4 themes: (a) relationship between CCSS and arts integration, (b) essential structures in developing, implementing, and sustaining an arts integrated curriculum, (c) arts integration as student centered and disruptive education, and (d) arts integration as cultural wealth. Findings reveal that arts integration strongly supports the CCSS. To support arts integration, the following structures were put in place: arts integrated curriculum, dedicated arts classes, arts schedules, professional development for teachers in arts integration, and funding sources. Some challenges participants reported when implementing arts integration included how the CCSS and CAASPP testing took precedence over arts integration, and the fear of losing the federal grant that provided funding to write the arts integrated curriculum. In addition, the findings indicate that arts integration was student-centered and suggest that arts integration empowers students to take control of their learning, inspires respect for their peers, and instills confidence. Finally, the findings show that students' cultural wealth was not present in arts integrated lessons, even though there was evidence of it school-wide.;Although the findings in this study are not generalizable, other schools may use these findings to help inform their consideration to implement arts integration at their sites. Perhaps some of these schools can find similarities between their site and the research site, thereby rendering the findings more meaningful.
机译：这项民族志案例研究考察了第一类基础艺术学院在制定，实施和维持与通用核心州标准（CCSS）相关的艺术综合课程方面的过程。此外，本研究探讨了将艺术综合课程作为培养学生文化财富的途径的可能性。样本由来自加利福尼亚南部一所小学的10名参与者组成。研究设计包括对教师，一名教学艺术家，两名特别任务（TOSA）的教师和校长的半结构化访谈。此外，还对艺术综合课程进行了观察并对机构文件进行了分析。围绕以下四个主题组织了调查结果：（a）CCSS与艺术融合之间的关系，（b）开发，实施和维持艺术综合的基本结构课程；（c）以学生为中心并进行破坏性教育的艺术融合；（d）以文化财富形式的艺术融合。调查结果表明，艺术融合强烈支持CCSS。为了支持艺术融合，建立了以下结构：艺术融合课程，专门的艺术课，艺术时间表，艺术融合教师的专业发展以及资金来源。参与者报告了在实施艺术融合时遇到的一些挑战，包括CCSS和CAASPP测试如何优先于艺术融合，以及担心失去联邦拨款以提供编写艺术融合课程的资金。此外，调查结果表明艺术融合是以学生为中心的，并表明艺术融合使学生能够控制自己的学习，激发对同龄人的尊重，并灌输自信心。最后，研究结果表明，即使有证据表明在学校范围内，学生的文化财富也没有出现在艺术综合课程中;尽管这项研究的结果不能推广，但其他学校也可以使用这些发现来帮助他们考虑在他们的网站上实施艺术整合。也许其中一些学校可以在自己的站点和研究站点之间找到相似之处，从而使发现更加有意义。

著录项

  • 作者

    Lara, Tarcio Vinicio.;

  • 作者单位

    University of California, Los Angeles.;

  • 授予单位 University of California, Los Angeles.;
  • 学科 Educational leadership.;Education.;Art education.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 139 p.
  • 总页数 139
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号