The Four Studio Structures and Deep Learning
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| Title: | The Four Studio Structures and Deep Learning |
|---|---|
| Language: | English |
| Authors: | Barnett, Sarah, Francis, Heather Drew (ORCID |
| Source: | PDS Partners: Bridging Research to Practice. 2023 18(1):34-42. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Pedagogical Content Knowledge, Participatory Research, Action Research, Mentors, Reflective Teaching, Lesson Plans |
| DOI: | 10.1108/PDSP-01-2023-0007 |
| ISSN: | 2833-2040 2833-2059 |
| Abstract: | Purpose: This paper describes how a pre-service teacher's knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade classroom during her pre-service teacher preparation program. The pre-service teacher spent three-months conducting an action research project in collaboration with a university mentor. Design/methodology/approach: This paper explores what she and her mentor learned as she prepared arts-integrated lesson plans based on the four studio structures for learning and analyzed them along with identifying and documenting evidence of deep learning through field notes and video recordings. Findings: Analysis of field notes, video recordings and lesson plans led the authors to take a deeper look at where the four studio structures for learning overlapped in the teaching event. In the data the intersections of the four studio structures shared a pattern of increased evidence of deep learning for the students. This paper describes the phenomenon in the classroom at various points of intersection. Research limitations/implications: This action research study is preliminary, and the findings are suggestive of further research that would require indexing what deep learning looks like and gathering and analyzing student data. Practical implications: It is recommended that teachers use the four studio structures to integrate the arts in their classrooms and to enhance and encourage creativity, communication, critical thinking, collaboration, character and culture and as teachers work toward deep learning for students. Originality/value: This case shows how a university partnership provides fertile ground for educators of all skills and experience to participate in the expansion of the field of education as well as personal and professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1401725 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1401725 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Four Studio Structures and Deep Learning – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Barnett%2C+Sarah%22">Barnett, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Francis%2C+Heather+Drew%22">Francis, Heather Drew</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8312-9672">0000-0002-8312-9672</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22PDS+Partners%3A+Bridging+Research+to+Practice%22"><i>PDS Partners: Bridging Research to Practice</i></searchLink>. 2023 18(1):34-42. – Name: Avail Label: Availability Group: Avail Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+Research%22">Participatory Research</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1108/PDSP-01-2023-0007 – Name: ISSN Label: ISSN Group: ISSN Data: 2833-2040<br />2833-2059 – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This paper describes how a pre-service teacher's knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade classroom during her pre-service teacher preparation program. The pre-service teacher spent three-months conducting an action research project in collaboration with a university mentor. Design/methodology/approach: This paper explores what she and her mentor learned as she prepared arts-integrated lesson plans based on the four studio structures for learning and analyzed them along with identifying and documenting evidence of deep learning through field notes and video recordings. Findings: Analysis of field notes, video recordings and lesson plans led the authors to take a deeper look at where the four studio structures for learning overlapped in the teaching event. In the data the intersections of the four studio structures shared a pattern of increased evidence of deep learning for the students. This paper describes the phenomenon in the classroom at various points of intersection. Research limitations/implications: This action research study is preliminary, and the findings are suggestive of further research that would require indexing what deep learning looks like and gathering and analyzing student data. Practical implications: It is recommended that teachers use the four studio structures to integrate the arts in their classrooms and to enhance and encourage creativity, communication, critical thinking, collaboration, character and culture and as teachers work toward deep learning for students. Originality/value: This case shows how a university partnership provides fertile ground for educators of all skills and experience to participate in the expansion of the field of education as well as personal and professional development. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1401725 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1401725 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/PDSP-01-2023-0007 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 34 Subjects: – SubjectFull: Preservice Teachers Type: general – SubjectFull: Pedagogical Content Knowledge Type: general – SubjectFull: Participatory Research Type: general – SubjectFull: Action Research Type: general – SubjectFull: Mentors Type: general – SubjectFull: Reflective Teaching Type: general – SubjectFull: Lesson Plans Type: general Titles: – TitleFull: The Four Studio Structures and Deep Learning Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Barnett, Sarah – PersonEntity: Name: NameFull: Francis, Heather Drew IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 2833-2040 – Type: issn-electronic Value: 2833-2059 Numbering: – Type: volume Value: 18 – Type: issue Value: 1 Titles: – TitleFull: PDS Partners: Bridging Research to Practice Type: main |
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