Documenting Instructional Practices in a Literacy-Infused Arts Program: Respecting Pedagogues From the Community

被引：3

作者：

Brooks, Wanda ^{[1
]}

Smith, Michael W. ^{[1
]}

机构：

[1] Temple Univ, Philadelphia, PA 19122 USA

来源：

JOURNAL OF ADOLESCENT & ADULT LITERACY | 2013年 / 57卷 / 01期

关键词：

Motivation/engagement; Choice; preference; Research methodology; Qualitative; Strategies; methods; and materials; Instructional strategies; teaching; To learners in which of the following categories does your work apply; Adolescence;

D O I：

10.1002/JAAL.201

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines the instructional practices around literacy that characterized the work of a community based arts program designed for urban adolescents. Two primary sources of data were collected: field notes on approximately 35hours of instruction spread across seven months and interviews with the program's staff and students. Four distinct instructional episodic structures were observed: explicit instruction, collaborative or individual construction that provided time for students to engage in creative literacy and artistic activity, serial performance in which teachers are on as equal a footing as possible as students, and scaffolded practice that is informed by a belief that all can succeed can foster deep engagement in literate activity. FREE author podcast

引用

页码：51 / 59

页数：9

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