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dc.contributor.advisorCraig, Cheryl J.
dc.creatorCote, Julia
dc.date.accessioned2012-01-10T15:00:36Z
dc.date.accessioned2012-01-10T15:00:59Z
dc.date.available2012-01-10T15:00:36Z
dc.date.available2012-01-10T15:00:59Z
dc.date.created2010-12
dc.date.issued2012-01-10
dc.date.submittedDecember 2010
dc.identifier.urihttp://hdl.handle.net/10657/179
dc.description.abstractThis 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.mimetypeapplication/pdf
dc.language.isoeng
dc.subjectArts-Based Education
dc.subjectArts-based teaching and learning
dc.subjectTeaching and the Arts
dc.subjectTeacher Education
dc.subjectIntegrated arts-based curricula
dc.titleCREATING AN INTEGRATED ARTS-INFUSED PROGRAM: EXPLORING ONE SCHOOL’S JOURNEY INTO ARTS-BASED TEACHING AND LEARNING, STORIES GIVEN AND LIVED
dc.date.updated2012-01-10T15:01:00Z
dc.type.materialtext*
dc.type.genrethesis*
thesis.degree.nameEducation EdD
thesis.degree.levelDoctoral
thesis.degree.disciplineTeaching and Teacher Education
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentCurriculum and Instruction
dc.contributor.committeeMemberLiberman, David
dc.contributor.committeeMemberPierson, Melissa
dc.contributor.committeeMemberWhite, Cameron


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