The Implications of Dialogue Journals in the Art Classroom

Autor/in	Davis, Allison
Titel	The Implications of Dialogue Journals in the Art Classroom
Quelle	In: Journal of Inquiry and Action in Education, 3 (2010) 3, S.18-75 (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-1474
Schlagwörter	Diaries; Student Journals; Journal Writing; Art Education; Time on Task; Content Analysis; Student Interests; Cultural Background; English Language Learners; Elementary School Students; Grade 3; Low Income Students; Student Diversity; Urban Schools; Outcomes of Education; Writing Instruction; Immigrants; Achievement Gap; New York + Suchen Sie Ihr Suchwort? Diary; Tagebuch; Studentenzeitung; Zeitschriftenaufsatz; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Zeitaufwand; Inhaltsanalyse; Studieninteresse; School year 03; 3. Schuljahr; Schuljahr 03; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg; Schreibunterricht; Immigrant; Immigrantin; Immigranten
Abstract	Despite the enactment of No Child Left Behind (2002), 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. Second, journals were analyzed to see if they contained information on student interests and cultural backgrounds that could be incorporated into art instruction. This research was performed over the course of two weeks with eight English as a Second Language third graders enrolled in a low-income and racially diverse urban elementary school. While the outcomes have helped establish a motivating and easily implemented writing program that can be used in the art room, they have also positively contributed to the existing curriculum by revealing information regarding student interests and cultural backgrounds. (As Provided).
Anmerkungen	Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail: schoolofeducation@buffalostate.edu; Web site: http://digitalcommons.buffalostate.edu/jiae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01