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Using dance to teach math: The effe...

Werner, Linnette Robin.

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Using dance to teach math: The effects of a co-teaching arts integration model on teacher practice and student learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Using dance to teach math: The effects of a co-teaching arts integration model on teacher practice and student learning./
作者:	Werner, Linnette Robin.
面頁冊數:	223 p.
附註:	Adviser: Jean A. King.
Contained By:	Dissertation Abstracts International62-07A.
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3020617
ISBN:	0493321071

Using dance to teach math: The effects of a co-teaching arts integration model on teacher practice and student learning.
Werner, Linnette Robin.

Using dance to teach math: The effects of a co-teaching arts integration model on teacher practice and student learning. - 223 p.

Adviser: Jean A. King.

Thesis (Ph.D.)--University of Minnesota, 2001.

Over the last decade, arts integration (an interdisciplinary approach to teaching that combines an art and non-art discipline to teach common concepts) has been sweeping the nation. Arts integration has been touted as a way to reach disenfranchised learners, as well as a way to increase student achievement. However, much of the arts integration literature has overlooked the effect of arts integration on teacher practice, as well as the levels of integration used by teachers.

ISBN: 0493321071Subjects--Topical Terms:

610547
Dance.

Using dance to teach math: The effects of a co-teaching arts integration model on teacher practice and student learning.
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245 1 0 $a Using dance to teach math: The effects of a co-teaching arts integration model on teacher practice and student learning.
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500 $a Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2336.
502 $a Thesis (Ph.D.)--University of Minnesota, 2001.
520 $a Over the last decade, arts integration (an interdisciplinary approach to teaching that combines an art and non-art discipline to teach common concepts) has been sweeping the nation. Arts integration has been touted as a way to reach disenfranchised learners, as well as a way to increase student achievement. However, much of the arts integration literature has overlooked the effect of arts integration on teacher practice, as well as the levels of integration used by teachers.
520 $a This study explored the following questions: Within an urban elementary school, what does arts integration look like; how does arts integration affect teacher practice; and how does arts integration affect students? Using observations, interviews, and Newmann's <italic>Authentic Instruction Rubric</italic>, this case study explored the differences in teacher practice between those teachers involved in an intense coteaching model of arts integration (using dance to teach mathematics) and teachers who were using more traditional methods of mathematics instruction. This study also compared students' attitudes toward school and the arts, as well as their scores on a standardized math achievement test.
520 $a The results of this case study indicate that teachers who use an intense form of arts integration are more likely than teachers who either do not integrate the arts or integrate at less intense levels to change the way education takes place within the classroom, change their understandings of what constitutes learning within the classroom, understand and use arts integration to meet state and district requirements, and make practice changes that affect their larger school environment. However, the student-level effects of the dance/math project were inconclusive. Independent t-tests comparing the dance/math to the non-dance/math students found no significant differences between the two groups in attitude toward school or math achievement scores.
520 $a By acknowledging the levels and models of integration possible and identifying specifically where this study falls within that context, other studies may move forward in their accurate examinations of such integration. In addition, this study filled an important need within the arts integration and teacher practice literature by documenting the long-term teacher practice changes that can be attained through an intense co-teaching arts integration experience.
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