Education Commons^™

Enacting An Assets Pedagogy To Develop Youth Assets: Teaching K-12 Urban Youth In An After-School Visual Arts Program Using Participatory Action Research, Maureen Mccarthy

Art Education Theses

Abstract

After my first years of teaching art within a school that perpetuated a deficit paradigm, I was one of two graduate students who taught with two professors in an alternative site at a community center with urban youth from ages 7-17 years. We enacted an assets model that sought to strengthen learners' artistic thinking. Using qualitative participatory action research, I began a study of the teaching practices of Ruth, one of the art educators, to find what happens when an assets model that strengthens learner's artistic thinking is infused into the goals of an after-school visual arts program. I …

Events & Outreach; 2010-06-18; Marilynn Patterson Grant Speech, Catherine Collins

Events and Outreach

No abstract provided.

Publications; 2010; The Imprisonment Of African American Women, Catherine Collins

Publications and Professional Materials

No abstract provided.

Answering My Sister's Question: The Critical Importance Of Education For Diversity In Those Spaces Shere We Think We Are All The Same, Michael Corbett

Journal of Inquiry and Action in Education

This essay is a response to a question about school desegregation in Nova Scotia, Canada posed by my sister in 2008. I argue that the question itself illustrates the extent to which critical analysis of the politics of race in Canadian schools, particularly in rural areas, is seldom taken up. This feeds into a persistent mythology of a racially integrated, benevolent Nova Scotia where nasty problems of race were taken care of in the historic past. The reality in many rural regions of Canada is, I argue, quite the opposite and it may be precisely the friendly, homespun imagery which …

Pedagogy In Teacher Education: Art Without Fram, Alexander Cuenca

Journal of Inquiry and Action in Education

The term pedagogy has been appropriated in education discourse as simply strategies of instruction. This instrumental understanding of pedagogy has reified the term both in the vernacular of education and in research of teaching and teacher education, leading the scientific pursuit of pedagogy to exclude the relationship between pedagogy and pedagogue. Based on this concern, this paper will consider the artistic and relational dimensions of pedagogy in teacher education. Drawing on the work of Max van Manen, John Dewey, and Mikhail Bakhtin, this paper seeks to sketch a more holistic understanding of pedagogy in teacher education. Afterwards, I suggest self-study …

Student Attitudes Toward Reading: A Case Study, Lindsey Seitz

Journal of Inquiry and Action in Education

Over the last 15 years, researchers have become increasingly interested in children’s motivation to read. Because reading is an exigent activity that often involves choice, motivation is crucial to reading engagement. The purpose of this case study was to investigate students’ attitudes toward reading at Buffalo State College Literacy Center’s summer reading clinic. It was hypothesized that students’ attitudes would improve during their literacy clinic attendance because students received dynamic support from reading specialist candidates. Students’ attitudes were assessed through classroom observations and informal interviews. Findings indicated that reading specialist candidates’ consistent involvement in the learning process was crucial for …

The Implications Of Dialogue Journals In The Art Classroom, Allison L. Davis

Journal of Inquiry and Action in Education

Despite the enactment of No Child Left Behind (2001), many urban school districts continue to battle the achievement gap and struggle with low literacy rates. Authentic writing instruction, a main component of literacy, is being cut in those districts that struggle most to accommodate other demands made by the nation and state. The primary purpose of this study was to determine if the use of dialogue journals in the art classroom could effectively and unobtrusively increase the amount of time students spent authentically writing. Secondarily, the journals were analyzed to see if they contained information on student interests and cultural …

Examining The Benefits Of Interactive Read-Alouds On Young Children's Vocabulary Development: Preservice Teachers As Researchers, Maria Ceprano

Journal of Inquiry and Action in Education

Six pre-service teacher candidates TCs , each engaged in field experiences in Kindergarten or First Grade classrooms at an urban based elementary school compared the impact of interactive read alouds and simple read alouds on children’s Tier two vocabulary meaning acquisition and usage. Each TC read a different trade book that contained at least 8 tier two words to 4 children from the classroom in which they had been assigned for field work. For two of the children, the selected text was read using 5 elaborations for each of the target words as it occurred in the text. For the …

Look, Think, Act: Using Critical Action Research To Sustain Reform In Complex Teaching/Learning Ecologies, Leslie Patterson, Shelia C. Baldwin, Juan J. Araujo, Ragina Shearer, Mary Stewart

Journal of Inquiry and Action in Education

This paper argues that educators interested in sustainability should look to complexity science for guiding principles. When we view our classrooms and campuses as living, dynamic ecologies, we can, as insiders, make sense of what might otherwise seem chaotic or meaningless. This perspective enables us not only to describe and explain what is happening around us, but also to use our findings to influence emerging patterns across our classrooms, campuses, or our larger communities. We suggest that educators use a Look, Think, Act cycle recommended by Ernie Stringer to encourage and support sustainable school reform.

Advising In A Multidisciplinary Master's Program: An Evaluation, Kimberly Jackson

Journal of Inquiry and Action in Education

Multidisciplinary programs have begun to complement traditional models of graduate and professional education. The development of these programs has begun to reflect the change in graduate student advisement. Multidisciplinary programs necessitate the need for quality advisement approaches. This study assessed faculty satisfaction and commitment to advising graduate students in the Multidisciplinary Studies Individualized (MDSI) program at a metropolitan college in New York State. The intent was to examine faculty level of satisfaction, level of commitment and identify barriers to advising MDSI students. This quantitative study employed a paired samples t – test to compare faculty advising groups. The findings revealed …