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Artistic Frames: An Arts-Based Study...

White, Alisha M.

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Artistic Frames: An Arts-Based Study of Teachers' Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Artistic Frames: An Arts-Based Study of Teachers' Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities./
Author:	White, Alisha M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
Description:	209 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
Contained By:	Dissertation Abstracts International73-12A(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3525599
ISBN:	9781267579096

Artistic Frames: An Arts-Based Study of Teachers' Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities.
White, Alisha M.

Artistic Frames: An Arts-Based Study of Teachers' Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 209 p.

Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.

Thesis (Ph.D.)--Georgia State University, 2012.

This arts-based, qualitative investigation focused on high school English teachers of students with learning dis/abilities (Baglieri & Knopf, 2004) who used visual arts integration (Eisner, 2002) to find out how teachers experience using visual arts in English and what their experiences mean (Zoss & White, 2011) in order to understand why certain experiences stood out for the teachers as being important. I framed the study theoretically with complexity theories of teaching and learning (Davis, Sumara, & Luce-Kapler, 2008), while combining aspects of sociocultural theory (Smagorinsky, 2001; Vygotsky, 1978; Wertsch, 1991), cognitive pluralism (John-Steiner, 1997) and Dewey's notion of experience (1934/1980). The teacher participants were three high school English teachers employed at an independent school for students with learning dis/abilities. A/r/tography (Irwin & Springgay, 2008; Springgay, Irwin, & Kind, 2005, 2008) influenced my methodology in that I created visual art to theorize the data and my experiences conducting the study. I collected data during spring and summer 2011. Data sources included participant observation and field notes (Dewalt & Dewalt, 2002), photography (Coover, 2004; Harper 2000, 2002), teachers' visual texts (La Jevic & Springgay, 2008), artifacts (Prior, 2003), and interviews (Smagorinsky, 2008; Smagorinsky & Coppock, 1994). I used qualitative methods of coding analysis (Charmaz, 2006; Ezzy, 2002; Saldana, 2009) and visual analysis (Riessman, 2008; Rose, 2001), as well as arts-based methods for educational research (Cahnmann-Taylor & Siegesmund, 2008). This study fills a gap in empirical research in both English education and special education by examining English teachers integrating art in classes for students with dis/abilities. Furthermore, understanding how teachers experience visual arts integration can inform methods courses for teaching secondary English educators.

ISBN: 9781267579096Subjects--Topical Terms:

2122779
Secondary education.

Artistic Frames: An Arts-Based Study of Teachers' Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities.
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300 $a 209 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
500 $a Adviser: Michelle Zoss.
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520 $a This arts-based, qualitative investigation focused on high school English teachers of students with learning dis/abilities (Baglieri & Knopf, 2004) who used visual arts integration (Eisner, 2002) to find out how teachers experience using visual arts in English and what their experiences mean (Zoss & White, 2011) in order to understand why certain experiences stood out for the teachers as being important. I framed the study theoretically with complexity theories of teaching and learning (Davis, Sumara, & Luce-Kapler, 2008), while combining aspects of sociocultural theory (Smagorinsky, 2001; Vygotsky, 1978; Wertsch, 1991), cognitive pluralism (John-Steiner, 1997) and Dewey's notion of experience (1934/1980). The teacher participants were three high school English teachers employed at an independent school for students with learning dis/abilities. A/r/tography (Irwin & Springgay, 2008; Springgay, Irwin, & Kind, 2005, 2008) influenced my methodology in that I created visual art to theorize the data and my experiences conducting the study. I collected data during spring and summer 2011. Data sources included participant observation and field notes (Dewalt & Dewalt, 2002), photography (Coover, 2004; Harper 2000, 2002), teachers' visual texts (La Jevic & Springgay, 2008), artifacts (Prior, 2003), and interviews (Smagorinsky, 2008; Smagorinsky & Coppock, 1994). I used qualitative methods of coding analysis (Charmaz, 2006; Ezzy, 2002; Saldana, 2009) and visual analysis (Riessman, 2008; Rose, 2001), as well as arts-based methods for educational research (Cahnmann-Taylor & Siegesmund, 2008). This study fills a gap in empirical research in both English education and special education by examining English teachers integrating art in classes for students with dis/abilities. Furthermore, understanding how teachers experience visual arts integration can inform methods courses for teaching secondary English educators.
520 $a INDEX WORDS: Visual arts integration, arts-based learning strategies, secondary English language arts, teaching students with dis/abilities, teacher experience, meaning construction, a/r/tography, visual research methods, arts-based educational research, qualitative research.
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