ERIC Number: EJ1027805
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 14
Documenting Instructional Practices in a Literacy-infused Arts Program: Respecting Pedagogues from the Community
Brooks, Wanda; Smith, Michael W.
Journal of Adolescent & Adult Literacy, v57 n1 p51-59 Sep 2013
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 35 hours 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.
Descriptors: Literacy Education, Community Programs, Art Education, Urban Areas, Adolescents, Educational Practices, Instruction, Art Activities, Learner Engagement, Scaffolding (Teaching Technique), Teacher Student Relationship, Cooperation
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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