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dc.contributor.advisor Craig, Cheryl J.
dc.creator Cote, Julia
dc.date.accessioned 2012-01-10T15:00:36Z
dc.date.accessioned 2012-01-10T15:00:59Z
dc.date.available 2012-01-10T15:00:36Z
dc.date.available 2012-01-10T15:00:59Z
dc.date.created 2010-12
dc.date.issued 2012-01-10
dc.date.submitted December 2010
dc.identifier.uri http://hdl.handle.net/10657/179
dc.description.abstract This dissertation explores an alternative to the Technical Rationalist (Schön, 1983) approach to schooling, which has traditionally prevailed in the U.S. public schools. It examines theories of learning and creativity (Dewey, 1938/1997; Davis, 2000) that fit well with the rationale for an arts-based integrated curriculum in schools. Through the narrative inquiry research method (Clandinin & Connelly, 1994; Craig, 2007), I show the cultivation of arts-based instruction in one elementary school and how the attention to teacher professional development helped this campus develop an integrated arts-based teaching and learning environment. In this paper, I provide a rationale for arts-based education; give a brief overview of arts-based education programs; and present a view of teachers and teaching in an arts-based setting.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Arts-Based Education
dc.subject Arts-based teaching and learning
dc.subject Teaching and the Arts
dc.subject Teacher Education
dc.subject Integrated arts-based curricula
dc.title CREATING AN INTEGRATED ARTS-INFUSED PROGRAM: EXPLORING ONE SCHOOL’S JOURNEY INTO ARTS-BASED TEACHING AND LEARNING, STORIES GIVEN AND LIVED
dc.date.updated 2012-01-10T15:01:00Z
dc.type.material text *
dc.type.genre thesis *
thesis.degree.name Education EdD
thesis.degree.level Doctoral
thesis.degree.discipline Teaching and Teacher Education
thesis.degree.grantor University of Houston
thesis.degree.department Curriculum and Instruction
dc.contributor.committeeMember Liberman, David
dc.contributor.committeeMember Pierson, Melissa
dc.contributor.committeeMember White, Cameron

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