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Encouraging Student Voice: Constructing Spaces of Identity, Agency, and Scholarship in a Gifted Pull Out Enrichment Classroom = = Fomentando la voz del estudiante: Al construir espacios de identidad, agencia y realizacion academica en una aula de eriquecimiento de ninos talentosos y sobresalientes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Encouraging Student Voice: Constructing Spaces of Identity, Agency, and Scholarship in a Gifted Pull Out Enrichment Classroom =/
其他題名:	Fomentando la voz del estudiante: Al construir espacios de identidad, agencia y realizacion academica en una aula de eriquecimiento de ninos talentosos y sobresalientes.
作者:	Kiser-Chuc, Kevan A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	152 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-05, Section: A.
Contained By:	Dissertations Abstracts International80-05A.
標題:	Gifted Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10976340
ISBN:	9780438668140

Encouraging Student Voice: Constructing Spaces of Identity, Agency, and Scholarship in a Gifted Pull Out Enrichment Classroom = = Fomentando la voz del estudiante: Al construir espacios de identidad, agencia y realizacion academica en una aula de eriquecimiento de ninos talentosos y sobresalientes.
Kiser-Chuc, Kevan A.

Encouraging Student Voice: Constructing Spaces of Identity, Agency, and Scholarship in a Gifted Pull Out Enrichment Classroom =Fomentando la voz del estudiante: Al construir espacios de identidad, agencia y realizacion academica en una aula de eriquecimiento de ninos talentosos y sobresalientes. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 152 p.

Source: Dissertations Abstracts International, Volume: 80-05, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2018.

This item must not be sold to any third party vendors.

This dissertation draws on the potential congruencies and commonalities in what I have termed a Critical Integration Approach which combines the theoretical lenses of Multiple Intelligences (MI), Funds of Knowledge, Culturally Relevant Pedagogy (CRP), Culturally Responsive Instruction (CRI), Critical Pedagogy, Gifted Pedagogy and Multimodal Arts Education. I examine the interplay between all of these pedagogical approaches by analyzing the use of five curricular components (i.e., original fables, reflective blog posts, art collages, poetry and interest-driven research projects) within an original thematic curriculum that I developed. The curriculum focuses on the theme of "Exploration" and integrates all seven educational approaches in a public school gifted pull-out classroom. The research demonstrates that these approaches work effectively in concert with each other and enhance the learning experiences of the student population. As a teacher-researcher who is a proponent of humanizing research, I use a qualitative ethnographic case study approach to examine how students in my classroom are impacted by a curriculum that encourages them to explore their identities using expressive arts and multimodal literacies. The curriculum creates spaces where students can share their voices and experiences as they navigate a myriad of learning pathways. I examine how ten students, representing a diverse range of socio-economic and cultural-linguistic backgrounds, responded to the use of expressive arts and multimodal literacies, as they explored their cultural identities, their sense of place, and their own developing epistemologies. Investigation into the philosophical tenets of multimodal arts education and culturally relevant pedagogy and instruction along with gifted teaching strategies using a Multiple Intelligences and Funds of Knowledge lens provides a way to empower student voice in educational settings. This study explores the praxis of these seemingly dissimilar literatures and frameworks by examining their commonalities and differences and application in the classroom. This research documents the application of what I have called a "Critical Integration Approach". I observed the students in their on-going learning activities, conducted individual semi-structured interviews, and archived and analyzed student products and artifacts. Findings from the research conducted for this dissertation are hopeful. Students demonstrate that the curricular environment allowed them to foster a critical and agentive stance in their everyday school experiences through a process of reflective observations, thoughtful dialogue, revision of texts, and explicit analysis of artistic representations. Students specifically note the emancipatory feeling of having freedom to explore and have choice in their learning and ways of expressing their learning processes. Finally, I argue that the collective use of these theoretical frameworks and approaches prove beneficial in helping students regain a humanized, academic voice by refuting the hegemonic boundaries of schooling today. The amalgamated approaches and methods found in the "Critical Integration Approach" supports and empowers student voice, student agency, developing literacies, and academic success of students from all backgrounds. Though the study focuses on a student population identified by the school as "gifted", the critical curriculum and pedagogical approach documented in this study provides significant implications for mainstream populations as well.

ISBN: 9780438668140Subjects--Topical Terms:

3432650
Gifted Education.

Encouraging Student Voice: Constructing Spaces of Identity, Agency, and Scholarship in a Gifted Pull Out Enrichment Classroom = = Fomentando la voz del estudiante: Al construir espacios de identidad, agencia y realizacion academica en una aula de eriquecimiento de ninos talentosos y sobresalientes.
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245 1 0 $a Encouraging Student Voice: Constructing Spaces of Identity, Agency, and Scholarship in a Gifted Pull Out Enrichment Classroom = $b Fomentando la voz del estudiante: Al construir espacios de identidad, agencia y realizacion academica en una aula de eriquecimiento de ninos talentosos y sobresalientes.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 152 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Gilmore, Perry.
502 $a Thesis (Ph.D.)--The University of Arizona, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation draws on the potential congruencies and commonalities in what I have termed a Critical Integration Approach which combines the theoretical lenses of Multiple Intelligences (MI), Funds of Knowledge, Culturally Relevant Pedagogy (CRP), Culturally Responsive Instruction (CRI), Critical Pedagogy, Gifted Pedagogy and Multimodal Arts Education. I examine the interplay between all of these pedagogical approaches by analyzing the use of five curricular components (i.e., original fables, reflective blog posts, art collages, poetry and interest-driven research projects) within an original thematic curriculum that I developed. The curriculum focuses on the theme of "Exploration" and integrates all seven educational approaches in a public school gifted pull-out classroom. The research demonstrates that these approaches work effectively in concert with each other and enhance the learning experiences of the student population. As a teacher-researcher who is a proponent of humanizing research, I use a qualitative ethnographic case study approach to examine how students in my classroom are impacted by a curriculum that encourages them to explore their identities using expressive arts and multimodal literacies. The curriculum creates spaces where students can share their voices and experiences as they navigate a myriad of learning pathways. I examine how ten students, representing a diverse range of socio-economic and cultural-linguistic backgrounds, responded to the use of expressive arts and multimodal literacies, as they explored their cultural identities, their sense of place, and their own developing epistemologies. Investigation into the philosophical tenets of multimodal arts education and culturally relevant pedagogy and instruction along with gifted teaching strategies using a Multiple Intelligences and Funds of Knowledge lens provides a way to empower student voice in educational settings. This study explores the praxis of these seemingly dissimilar literatures and frameworks by examining their commonalities and differences and application in the classroom. This research documents the application of what I have called a "Critical Integration Approach". I observed the students in their on-going learning activities, conducted individual semi-structured interviews, and archived and analyzed student products and artifacts. Findings from the research conducted for this dissertation are hopeful. Students demonstrate that the curricular environment allowed them to foster a critical and agentive stance in their everyday school experiences through a process of reflective observations, thoughtful dialogue, revision of texts, and explicit analysis of artistic representations. Students specifically note the emancipatory feeling of having freedom to explore and have choice in their learning and ways of expressing their learning processes. Finally, I argue that the collective use of these theoretical frameworks and approaches prove beneficial in helping students regain a humanized, academic voice by refuting the hegemonic boundaries of schooling today. The amalgamated approaches and methods found in the "Critical Integration Approach" supports and empowers student voice, student agency, developing literacies, and academic success of students from all backgrounds. Though the study focuses on a student population identified by the school as "gifted", the critical curriculum and pedagogical approach documented in this study provides significant implications for mainstream populations as well.
520 $a Fomentando la voz del estudiante: Al construir espacios de identidad, agencia y realizacion academica en una aula de eriquecimiento de ninos talentosos y sobresalientesResumenEsta disertacion se basa en las posibles congruencias y similitudes en lo que he nombrado un Enfoque de Integracion Critica que combina las lentes teoricas de inteligencias multiples (IM), Fondos de conocimiento, pedagogia culturalmente relevante (PRC), instruccion culturalmente receptiva (ICR), pedagogia critica, pedagogia de los sobresalientes y la educacion en artes multimodales. Examino la interaccion entre todos estos enfoques pedagogicos analizando el uso de cinco componentes curriculares (es decir, fabulas originales, anotaciones reflexivos del blog, collages de arte, poesia y proyectos de investigacion impulsados por intereses de los estudiantes) dentro de un curriculo tematico original que desarrolle. El curriculo se centra en el tema de la "exploracion" e integra los siete enfoques educativos en una aula de escuela publica para ninos sobresalientes. La investigacion demuestra que estos enfoques trabajan eficazmente en conjunto entre si y mejora las experiencias de aprendizaje de las experiencias del aprendizaje de la poblacion estudiantil. Como profesor-investigador que es un defensor de la humanizacion de la investigacion, utilizo un enfoque de estudio de caso etnografico cualitativo para examinar como los estudiantes en mi aula son impactados por un curriculo que les alienta a explorar sus identidades utilizando las artes expresivas y alfabetizaciones multimodales. El curriculo crea espacios donde los estudiantes pueden compartir sus voces y experiencias mientras navegan una miriada de caminos de aprendizaje. Examino como diez estudiantes, representando una diversa gama de origenes socioeconomicos y cultural-linguisticos, respondieron al uso de artes expresivos y de alfabetizaciones multimodales, mientras que exploraron sus identidades culturales, su sentido del lugar, y su propio desarrollo de epistemologias. La investigacion sobre los principios filosoficos de la educacion multimodal de las artes y la pedagogia y la instruccion cultural relevante junto con estrategias de ensenanza para los ninos sobresalientes usando la lente de las inteligencias multiples y los fondos del conocimiento proporciona una manera de empoderar la voz del estudiante en la configuracion educativa. Este estudio explora la praxis de estas literaturas y marcos aparentemente disimilares examinando sus similitudes y sus diferencias y su aplicacion en el aula. Esta investigacion documenta la aplicacion de lo que he llamado un "enfoque de integracion critica". Observe a los estudiantes en sus actividades de aprendizaje en marcha, conduje entrevistas individuales y semiestructuradas, y he archivado y analizado productos y artefactos estudiantiles. Los hallazgos de la investigacion realizada para esta disertacion son esperanzadores. Los estudiantes demuestran que el ambiente curricular les permitio fomentar una postura agente y critica en sus experiencias diarias de la escuela a traves de un proceso de observaciones reflexivas, dialogo reflexivo, revision de textos y analisis explicito de representaciones artisticas. Los estudiantes notan especificamente el sentimiento emancipador de tener libertad para explorar y tener eleccion en su aprendizaje y maneras de expresar sus procesos de aprendizaje. Por ultimo, sostengo que el uso colectivo de estos marcos teoricos y enfoques resulta beneficioso para ayudar a los estudiantes a recuperar una voz academica humanizada refutando los limites hegemonicos de la escolaridad actual. Los enfoques y metodos amalgamados encontrados en el "enfoque de integracion critica" apoyan y empoderan la voz estudiantil, la agencia estudiantil, el desarrollo de alfabetizaciones y el exito academico de los estudiantes de todos los origenes. Aunque el estudio se centra en una poblacion estudiantil identificada por la escuela como "sobresaliente", el curriculo critico y el enfoque pedagogico documentado en este estudio proporciona implicaciones significativas para todas las poblaciones escolares tambien.
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