Published
August 22, 2017
| Pages: 467-480 | Views: 758
Abstract
The aim of this participant observation was to understand the efficacy of a modified International Baccalaureate Primary Years Program for fourth-graders at a public school with a large percentage of language and socioeconomically disadvantaged students. Data collection over a five-month period concentrated on teaching interactions including audio-recorded time samplings and observations of the art and regular classroom instruction, and interviews (formal and informal) with students, teachers, and school principals in addition to photographs, classroom portfolios, and other artifacts. The analysis, coding, and triangulation of data aided in understanding the art specialist and classroom teachers’ roles and contributions to the Primary Years Program. A cooperative school environment paved the way for student self-confidence and motivation for learning through (1) opportunities for student choice and decision-making and (2) collaborative, inquiry-based, transdisciplinary, project-based learning. Regardless of demographics, transdiciplinary learning through the arts challenged and motivated students to think and make decisions in collaboration with others, using and valuing the expertise of peers. Regardless of student ethnicity or socioeconomic status, learners felt empowered and enthusiastic about attending school and gained knowledge through inquiry and project-based opportunities. This progressive ideology and practice has the potential to benefit diverse learners in 21st century education.
Keywords: IB
Listen -
References
Anderson, T. (1994). The International Baccalaureate model of content-based art education. Art Education, 47(2), 19-24.
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Education Objectives. Boston, MA: Allyn & Bacon.
Blaikie, F. (1994). Values inherent in qualitative assessment of secondary studio art in North America: Advanced Placement, Arts PROPEL, and International Baccalaureate. Studies in Art Education, 35(4), 237-248.
Carroll, C. (1996). How artists see the weather. New York, NY: Abbeville Press.
Erickson, H. L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: SAGE Publications.
Frank, J. (2009). The impact of the Primary Years Program of the International Baccalaureate Organization on the English language arts state test scores of third, fourth, and fifth grade students in South Carolina (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 1684603091)
Fraser, S. P. (2005). Responding to the individual in the world: A view of the International Baccalaureate visual arts programme through three schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 994229231)
Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic Books.
Hemelt, S.W. (2014). The impact of International Baccalaureate’s Primary Years Program (PYP) on student performance: Evidence from Michigan and North Carolina (Primary Years Program Studies). Retrieved from the http://www.ibo.org/en/about-the-ib/research/research-resources/
Humphrey, S. R. (2004). The performance of high ability Black upper elementary grade students in an International Baccalaureate program (Doctoral dissertation). Available from ProQuest Dissertations. (AAT 3130314)
IBO (2015). Retrieved from the IBO website: http://www.ibo/org/en/about-the-ib/mission/
Jacobs, G.M., Power, M.A., Wan Inn, L. (2002). The teacher’s sourcebook for cooperative learning: Practical techniques, basic principles and frequently asked questions. Thousand Oaks, CA: Corwin Press.
Kagan, J. (2009, May 11). Why the arts matter – Kagan on six good reasons for advocating the importance of arts in school. Retrieved from The DANA Foundation website: http://dana.org/News/Details.aspx?id=42948
Kitsantas, A., & Miller, A.D. (2015). Characteristics and context of Primary Years Program (PYP) students’ self-efficacy and self-regulatory development (Primary Years Program Studies). Retrieved from the International Baccalaureate website: http://www.ibo.org/globalassets/publications/ib-research/pyp/pyp-self-efficacy-full-report-en.pdf
Lillemyr, O. F., Sobstad, F., Marder, K., & Flowerday, T. (2011). A multicultural perspective on play and learning in primary school. Early Childhood, 43(1), 43-65.
Martina, (2005). The role of institutional agents in disadvantaged students’ attainment of academic success (Doctoral dissertation). Available from ProQuest Dissertations and Theses datatabase. (No. 888844951)
Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327-365.
Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. Thousand Oaks, CA: SAGE Publications, Inc.
Nicolescu, B. (2002). Manifesto of transdisciplinary. Albany, NY: State University of New York Press.
Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: SAGE Publications, Inc.
Pohland, P. (1972). Participant observation as a research methodology. Studies in Art Education, 13(3), 4-23.
Putnam, J. W. (1998). Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom. Baltimore, MD: P.H. Brookes.
Simmons, S. (2001). Multiple intelligences at the middle level: Models for learning in art and across the disciplines. Art Education, 54(3), 18-23.
Stevenson, L. M., & Deasy, R. J. (2005). Third space: When learning matters. Washington, DC: Arts Education Partnership.
Stillisano, J. R., Waxman, H. C., Hostrup, J., Rollins, K. B. (2011). Case studies of eight Texas schools implementing International Baccalaureate programs. Journal of Ethnographic and Qualitative Research, 5, 171-185.
Stokrocki, M. L. (1986). A portrait of an effective art teacher. A Journal of Issues and Research, 27(2), 82-93.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: SAGE Publications, Inc.
Twigg, V. V. (2010). Teachers’ practices, values and beliefs for successful inquiry-based teaching in the International Baccalaureate Primary Years Programme. Journal of Research in International Education, 9(1), 40-65.
Young, B. (2009). Arts at the core: Recommendations for advancing the state of arts education in the 21st century (The College Board National Task Force on the Arts in Education Final Report Presented to the Board of Trustees). Retrieved from http://media.collegeboard.com/digitalServices/pdf/arts/recommendations-arts-education-21st-century-report.pdf
UALR Institute for Economic Advancement. (2011). Hispanic or Latino population and percent change; Arkansas by county: 2000-2010. Retrieved from Http://iea.ualr.edu/demographi-research/popprojb.html?vFips=05143&vRace=3
Keywords
IB, Transdisciplinary, Project-based, Art, Diversity
Affiliations
Angela Maria La Porte
University of Arkansas, AR, United States
Downloads
Download data is not yet available.
