Matching Items (4)
Filtering by
- All Subjects: Multicultural education
- Genre: Academic theses
- Creators: Young, Bernard
- Creators: Erickson, Mary
- Creators: Arciniega, Miguel
Description
This study is intended as a catalyst to inspire new ways of thinking by educators, school administrators, and museum educators. It is a study of six K-12 art teachers who have both the technology and the opportunity at their school campuses to use collaborative videoconferencing as part of their instruction in multicultural art, linking their students to the resources of the Smithsonian Institute in Washington D.C. The art unit used for the purpose of this study was Latina/o art. Findings show the Smithsonian American Art Museum program to be of high quality and useful i students see the connection between identity of self and multicultural art.
ContributorsFosnight, Estelle (Author) / Erickson, Mary (Thesis advisor) / Stokrocki, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2013
Description
This qualitative case study of 12, eighteen to twenty-four-year-olds from seven countries provided insight into the learning practices on an art-centered, social media platform. The study addressed two guiding questions; (a) what art related skills, knowledge, and dispositions do community members acquire using a social media platform? (b), What new literacy practices, e.g., the use of new technologies and an ethos of participation, collective intelligence, collaboration, dispersion of abundant resources, and sharing (Knobel & Lankshear, 2007), do members use in acquiring of art-related skills, concepts, knowledge, and dispositions? Data included interviews, online documents, artwork, screen capture of online content, threaded online discussions, and a questionnaire. Drawing on theory and research from both new literacies and art education, the study identified five practices related to learning in the visual arts: (a) practicing as professional artists; (b) engaging in discovery based search strategies for viewing and collecting member produced content; (c) learning by observational strategies; (d) giving constructive criticism and feedback; (e) making learning resources. The study presents suggestions for teachers interested in empowering instruction with new social media technologies.
ContributorsJones, Brian (Author) / Stokrocki, Mary (Thesis advisor) / Young, Bernard (Committee member) / Guzzetti, Barbara (Committee member) / Arizona State University (Publisher)
Created2012
Description
This qualitative research study was about art teachers’ perceptions and practices of cultural diversity and its implications for the U.S. The purpose of the study was to provide a rationale for the need for learning institutions to recognize the changing demographics and to respond to the potential educational implications of the new demographics as they prepare their art teachers to educate diverse student populations. The study involved six art teachers who teach in schools with students from diverse cultural backgrounds. To collect data, interviews with participants were transcribed and analyzed. Analysis of teacher interviews showed the importance of helping art teachers to obtain the skills, attitudes, dispositions and knowledge to work effectively with students from diverse cultural backgrounds. The richness of the descriptions obtained from the interviews provides insight into multicultural art education in schools. The results of this study might help art educators and policy makers understand the need for more awareness of multicultural education and its impact on teachers, parents, administrators and students. This study concludes with suggestions on art education, including the need to develop curriculum that are inclusive to multicultural students, especially Islamic from cultures. Art education programs in universities should produce teachers who are prepared for the cultural diversity in their classrooms. It is essential that teachers accept and implement changes in their communities, in their schools, and in their teaching in order to better serve students of culturally diverse backgrounds.
ContributorsMasrya, Mawadah (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Erickson, Mary (Committee member) / Arizona State University (Publisher)
Created2016
Description
Multicultural counseling competencies (MCCs) are fundamental to the ethical practice of providing services to clients. One such competency is the aspect of self-awareness of one's own worldview. As such, it is incumbent that attention to counselor's self-awareness be a part of clinical training. While research has begun to examine multicultural supervision, much of the research holds assumptions about the types of multicultural discussions that take place, as well as what may actually occur within these sessions. Little is known about what is discussed and how. This exploratory, qualitative study examined what actually occurs within clinical supervision sessions with regard to having discussion of multicultural perspectives, as well as how supervisors and supervisees experience these discussions. Five supervisory dyads from university counseling centers in the southwest were recruited to engage in a guided discussion of multicultural perspectives (DMP) in a supplemental supervision session. In these DMPs, dyads were asked to discuss issues related to personal identity, as well as to discuss the relevance of having such discussions in clinical supervision. Both the supervisors and supervisees then engaged in follow-up telephone interviews with the researcher to discuss their experience in having this discussion. All supervision sessions and follow-up interviews were recorded and transcribed. Grounded theory was used to analyze the transcribed sessions and the follow-up interviews for emergent themes. Four domains emerged from the data: dynamics in the relationship, cultural lens, characteristics of the discussion, and impact of the discussion. Further, several areas of congruence between supervisors' and interns' accounts of what occurred during the DMP, as well as congruence between supervisors' and interns' accounts of what occurred and what actually happened during the DMPs were discovered. These areas of congruence that emerged included power, similarities, differences, comfort level, enjoyment, intentionality for future work and increased awareness. The one distinct pattern of incongruence that emerged from the data was in the category of increased connection in supervisory relationship. A theoretical model of supervisors' and interns' experiences in discussions of multicultural perspectives is included. Implications, limitations and suggestions for future research are explored.
ContributorsZapata, Angela Lynn (Author) / Bernstein, Bianca (Thesis advisor) / Coon, David W. (Thesis advisor) / Arciniega, Miguel (Committee member) / Arredondo, Patricia (Committee member) / Arizona State University (Publisher)
Created2010