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Artist/Teacher Partnerships: Exploring Pathways to Arts Integration in STEM Curriculum
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Artist/Teacher Partnerships: Exploring Pathways to Arts Integration in STEM Curriculum. |
| 개인저자 | Jordan-Douglass, Anna. |
| 단체저자명 | The University of Wisconsin - Madison. Curriculum & Instruction. |
| 발행사항 | [S.l.]: The University of Wisconsin - Madison., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 149 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-01A. Dissertation Abstract International |
| ISBN | 9781392295632 |
| 학위논문주기 | Thesis (Ph.D.)--The University of Wisconsin - Madison, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-01, Section: A.
Publisher info.: Dissertation/Thesis. Advisor: Halverson, Erica. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | Given that arts integration and engaging in arts processes is a productive pathway to helping learners make deeper connections to content and making sense of their world, the work to be done is supporting a shift in teaching practices. This dissertation examines artist/teacher partnerships across periods of planning, teaching and reflection to show how the partners engage in distributed integration through various models of arts integration partnerships.This study aims to theorize the practice of being a teaching artist, bringing arts integration into the formal classroom, as a partner to a classroom teacher. I build on work in arts integration as well as our understanding of what a teaching artist is, and how they position their work in the classroom, including what it means for teachers and artists to work collaboratively. I do this using a conceptual framework to ground my analysis, based on distributed cognition theory and sociocultural learning theory. Specifically, this dissertation examines partnerships between three teaching artists and seven classroom teachers as they work together to integrate arts into STEM (science, technology, engineering and math) curriculum in elementary school classrooms through a STEAM residency program administered through a local youth arts organization. Through observations of planning meetings as well as in-class teaching time, I analyze the teaching artist/teacher co-teaching partnership, including how the two negotiate how arts should be integrated into the curriculum, how teachers support teaching artists during instructional time, and the impact this partnership has on both the artists' and teachers' professional development as educators. |
| 일반주제명 | Educational psychology. Teacher education. Curriculum development. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
