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Dance and Dialectics: Historical Materialist Studies of Modern/Postmodern Dance in San Francisco, 1935-1985
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In: Mckeon, Olive. (2017). Dance and Dialectics: Historical Materialist Studies of Modern/Postmodern Dance in San Francisco, 1935-1985. UCLA: Culture & Performance Studies 0378. Retrieved from: http://www.escholarship.org/uc/item/9jf7k95z (2017)
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The Arts, the Common Core, and English Language Development in the Primary Grades
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In: TEACHERS COLLEGE RECORD, vol 119, iss 8 (2017)
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Background/Context: Throughout schooling, English learners (ELs) perform well below their monolingual English-speaking peers on literacy assessments, and Hispanics make up the ma- jority of EL students in the United States. There is a strong consensus about the importance of early English oral language skills for ELs’ literacy development, yet teachers are not adequate- ly prepared to meet the needs of these young learners. Historically, policy has not provided incentives for educators to focus on oral language development in the classroom. However, the recently adopted Common Core State Standards (CCSS) emphasize oral language skills. Purpose/Objective: This study examines a professional development program that equipped early elementary teachers in five urban schools with arts-based strategies to promote the oral English development of ELs. A second line of inquiry looked at the extent to which the creative drama and dance activities were aligned with CCSS. Participants: There were 3,792 K–2 Hispanic ELs (treatment: N = 497; control: N = 3,295) from Title I schools in a large school district in California. Intervention: The Teaching Artist Project (TAP) was a two-year K–2 arts and literacy profes- sional development program consisting of 28 weekly 50-minute lessons (14 theater and 14 dance). The project provided classroom teachers with in-service training on utilizing move- ment, gesture, and expression to promote stimulating English verbal interactions. TAP was specifically intended to engage non-native English speakers in classroom dialogues, facilitat- ing their oral English development. Research Design: This study utilized a mixed methods design. To address the first research question, schools were randomly assigned to treatment and control groups. Multiple regres- sions were run on data from the California English Language Development Test (CELDT) to investigate the impact of the program on the English speaking abilities of K–2 Hispanic English learners. To address the second research question, document review was used to com- pare the K–2 CCSS speaking and listening standards and the TAP lesson plans. Findings: The treatment group was found to significantly outperform the control group (β = 0.13; p < 0.05) on CELDT speaking scores. Additional review suggested that the per- forming arts activities corresponded well to the CCSS speaking and listening standards. Conclusions/Recommendations: Creative drama and dance activities provide rich ver- bal classroom interactions, boost English oral language skills of ELs, and align with the CCSS. Yet concerns are raised about the lack of speaking assessments on tests created by the Smarter Balanced and PARCC consortiums and the potential subsequent distortion of K–2 instruction.
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Keyword:
Arts; Classroom drama; Common Core; Comprehension; Dance; Education; Elementary School; English language development; English learners; Expressive language; Kindergarten; Language acquisition; Literacy; Oral language; Primary Grades; Professional development; Specialist Studies in Education
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URL: https://escholarship.org/uc/item/68g220mn
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Gesture as a device for converging of sensory and semiotic modes and levels. The case of Argentinian tango
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In: ISSN: 2459-2943 ; Punctum : International Journal of Semiotics ; https://hal-unilim.archives-ouvertes.fr/hal-01706463 ; Punctum : International Journal of Semiotics, Hellenic semiotic society, 2017, 3, pp.57 - 75. ⟨10.18680/hss.2017.0006⟩ (2017)
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Sites of justice: Face-to-face encounters through dance-making in Meeting Places
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Coleman, Lucinda. - : Edith Cowan University, Research Online, Perth, Western Australia, 2017
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In: Theses: Doctorates and Masters (2017)
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Redefining employability: Student voices mapping their dance journeys and futures.
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The Tongueless Nightingale: Loss of Voice in the Literature of the Roman Empire
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Lancers and kafrinha performance ; slp034_1 ; Documentation of Sri Lanka Portuguese
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Traditional dance ; hru_1713_trad_dance ; Documentation and Description of the Hrusso Aka Language of Arunachal Pradesh
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Silver Jubilee 2: first dance ; slp060_2 ; Documentation of Sri Lanka Portuguese
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Performance of Afro-Sri Lankan music, song and dance ; slp001_1 ; Documentation of Sri Lanka Portuguese
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Batticaloa dance performance ; slp039_1 ; Documentation of Sri Lanka Portuguese
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Silver Jubilee 1: opening ; slp060_1 ; Documentation of Sri Lanka Portuguese
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Silver Jubilee 4: second dance ; slp060_4 ; Documentation of Sri Lanka Portuguese
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A Day of Traditional Dance (Ñuksü) ; hru_1753_dance ; Documentation and Description of the Hrusso Aka Language of Arunachal Pradesh
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Rapid partner switching may facilitate increased broadcast group size in dance compared with conversation groups
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The Eighth Veil: the poetics and aesthetics of ambiguity in Oscar Wilde's Salomé
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Los elementos culturales en los diccionarios de español para extranjeros ; Cultural notions in Spanish dictionaries for foreigners
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Pablo-Núñez, Luis. - : Universidad de Granada, Facultad de Ciencias de la Educación, 2017
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Semantics of Dance and Symbolic Plastic Movements in Tuvan Ceremonial System ; Семантика танца и символическая пластика в обрядовой системе тувинцев
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