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Title The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools
Publication Date
Degree PhD
Discipline/Department Curriculum and Instruction
Degree Level doctoral
University/Publisher University of New Orleans
Abstract Increased metacognition, social-emotional growth, and career viability are all researched benefits of including the arts as part of core content instruction, with even greater impact for struggling students, English Language Learners, and students with special needs. Some turnaround schools that are federally funded School Improvement Grant (SIG) schools are beginning to implement an arts-rich method of school reform by teaching core content both through and in the arts. This approach is most often presented as a choice in the high-stakes testing environment of turnaround schools. Since teachers have the most direct impact on students, yet a relatively low amount of authorship in the way school reform is approached, their voice and experience is highlighted in this phenomenological study. The participants are from three public turnaround schools in the South. The researcher used traditional research methods layered with an arts-based research approach mirroring the techniques used in an arts-rich classroom. The researcher found that participants experienced their work as a vocational calling, used methods of engaged pedagogy, and experienced a number of roadblocks to their work. They swiftly moved through these roadblocks to create pathways leveraging the arts to change their curriculum and classroom contexts, applied the arts as an access point for content areas, and then experienced the use of an art-rich classroom as a contagious practice. Potential implications for this study include a scalable model for turnaround schools, investment in engaged pedagogical practice for turnaround schools, and increased agility for teachers to become curriculum bricoleurs.
Subjects/Keywords arts-rich environment, arts integration, arts enhancement, turnaround schools, arts-based research; Art Education; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods
Contributors Dr. Patricia Austin; Dr. Richard Speaker; Dr. Brian Beabout
Country of Publication us
Record ID oai:scholarworks.uno.edu:td-3528
Repository uno
Date Retrieved
Date Indexed 2020-09-09
Created Date 2017-12-20 08:00:00
Note The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

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