ERIC Number: EJ1360372
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1492-1154
EISSN: EISSN-1911-8279
Socially Empowered Learning in the Classroom: Effects of Arts Integration and Social Enterprise in Schools
Martin, Brittany Harker; Calvert, Ann
Journal of Teaching and Learning, v11 n2 p27-42 2018
This paper tests a new theoretical framework for engaging students by evaluating two project-and-design-based pedagogies: "Arts Integrated Collective Creation (AICC) and Educational Social Enterprise (ESE)." Findings provide statistical support for benefits with middle school students when instruction is designed around Socially Empowered Learning (i.e., group-based, creative agency, real-world issues, and positive social impact). We advance the theory of Socially Empowered Learning (SEL) in identifying and finding empirical support for a novel instructional approach with strong effects and implications for the power of the arts to enhance cross-curricular learning.
Descriptors: Art Education, Integrated Curriculum, Student Projects, Active Learning, Instructional Design, Cooperative Learning, Relevance (Education), Interdisciplinary Approach, Socialization, Learning Theories, Learner Engagement, Self Efficacy, Student Empowerment, Middle School Students, Foreign Countries
Journal of Teaching and Learning. 401 Sunset Ave.
Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A