"First We Read a Great Book": Interfacing Literacy Instruction with the Arts in Two Urban Elementary Schools. Preservice Teachers' Case Quandaries and Accomplishments.

Autor/inn/en	Richards, Janet C.; Gipe, Joan P.
Titel	"First We Read a Great Book": Interfacing Literacy Instruction with the Arts in Two Urban Elementary Schools. Preservice Teachers' Case Quandaries and Accomplishments.
Quelle	(1999), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Art Education; Case Method (Teaching Technique); Disadvantaged Youth; Elementary Education; Higher Education; Language Arts; Literacy Education; Preservice Teacher Education; Preservice Teachers; Qualitative Research; Urban Schools + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Case method; Fallmethode; Benachteiligter Jugendlicher; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachkultur; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This qualitative inquiry examines preservice teachers' cases describing their reflective thinking, hopes, concerns, problems, and achievements as they address the complexities of devising and offering literacy-based arts lessons to students in two urban elementary schools. The researchers examined and categorized 203 teaching cases written by 8 groups of preservice teachers. Analysis revealed 11 major themes. Ten themes related to problematic issues, such as classroom teachers' apathy and disinterest during art lessons. A single theme highlighted the achievements and successes of preservice teachers as they recognizes the increased motivation and enthusiasm of disruptive or academically at-risk students when students became fully engaged in arts activities. Implications of the inquiry underscore the importance of providing preservice teachers with hands-on encounters with the arts and the potential dangers of reducing or eliminating the arts in elementary education. (Contains 1 table and 39 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01