MARC 主機 00000nam a2200433K 4500
001 AAI3525599
005 20171009134018.5
006 m o u
007 cr mn||||a|a||
008 171009s2012 xx sbm 000 0 eng d
020 9781267579096
035 (MiAaPQ)AAI3525599
040 MiAaPQ|beng|cMiAaPQ
100 1 White, Alisha M
245 10 Artistic Frames :|bAn Arts-Based Study of Teachers'
Experiences with Arts-Integrated English Language Arts for
Students with Dis/abilities
264 2 |c2012
300 1 online resource (209 pages)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
500 Source: Dissertation Abstracts International, Volume: 73-
12(E), Section: A
500 Adviser: Michelle Zoss
502 Thesis (Ph.D.)--Georgia State University, 2012
504 Includes bibliographical references
520 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 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
533 Electronic reproduction.|bAnn Arbor, Mich. :|cProQuest,
|d2017
538 Mode of access: World Wide Web
650 4 Secondary education
650 4 Language arts
650 4 Art education
655 7 Electronic books.|2local
690 0533
690 0279
690 0273
710 2 ProQuest Information and Learning Co
710 2 Georgia State University
773 0 |tDissertation Abstracts International|g73-12A(E)
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=3525599|zclick for full text (PQDT)
912 PQDT
