D. Wolf, Steven J. Holochwost, Tal Bar-Zemer, Amanda Dargan, Anika Selhorst
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引用次数: 6
Abstract
Author(s): Palmer Wolf, Dennie; Holochwost, Steven J.; Bar-Zemer, Tal; Dargan, Amanda; Selhorst, Anika | Abstract: The authors investigated the association between participation in Nations in Neighborhoods (NiN), a program of folk and traditional arts instruction, and achievement in English language arts in a sample of low-income elementary school students, many of whom were recent immigrants and English language learners. The program drew on the core practices of traditional and folk arts – sociocritical literacies that bridge home and school, multi-modal instruction, apprenticeship learning, and communal effort – to provide students with the confidence and strategies of accomplished learners. English language arts achievement was assessed using a standardized state proficiency exam. Students who participated in the program received significantly higher overall scores on the exam after controlling for gender, ethnicity, English language learner and special education classifications. These findings suggest that an arts education program featuring folk and traditional arts engages students in practices that have measurable effects on their literacy development.
作者:Palmer Wolf, Dennie;Steven J. holochwst;Bar-Zemer塔尔;Dargan,阿曼达;摘要:作者以低收入小学生为样本，调查了参与社区民族(NiN)(一个民间和传统艺术教学项目)与英语语言艺术成绩之间的关系，这些学生中许多是新移民和英语学习者。该计划利用传统和民间艺术的核心实践-连接家庭和学校的社会批判素养，多模式教学，学徒学习和共同努力-为学生提供成功学习者的信心和策略。英语语言艺术成绩是通过标准化的国家能力考试来评估的。在对性别、种族、英语学习者和特殊教育分类进行控制后，参加该项目的学生在考试中获得了明显更高的总分。这些发现表明，以民间和传统艺术为特色的艺术教育项目可以让学生参与实践，对他们的读写能力发展产生可衡量的影响。
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