Documenting Instructional Practices in a Literacy‐Infused Arts Program
Respecting Pedagogues From the Community
Bibliographic Data
| ID | 15016554 |
|---|---|
| Authors | Wanda Brooks (0000-0003-0675-5327, corresponding author), Michael W Smith (0000-0003-2790-1653) |
| Year | 2013 |
| Volume | 57 |
| Issue | 1 |
| Pages | 51-59 |
| Publication date | 2013-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.201 |
| OpenAlex | W1480402994 |
| Language | EN |
| Citations received | 1 |
| References cited | 7 |
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
Language arts · Literacy · Literacy Education · Mathematics education · Pedagogy · The arts · Visual arts · Art Education and Development · Educational Environments and Student Outcomes · Literacy, Media, and Education · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,17 |
| Citation span | 2020 - 2020 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |