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Amalgams of Alchemy as Expanded Capacity: An Action Research Study of Arts-Integrated Teaching and Learning in a Social Studies Methods Course

Levicky, Michael
http://orcid.org/0009-0000-4898-721X
http://rave.ohiolink.edu/etdc/view?acc_num=kent1720714091324947

Abstract Details

2024, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
This action research study honors teacher-as-researcher and utilizes qualitative methods of data collection alongside emergent design to study arts-integrated teaching and learning at a mid-sized Midwestern university in a social studies methods course. The thinking and learning of both pre-service teachers and the teacher educator/researcher are analyzed using constructivist grounded theory, constant comparative and art-based methods. Findings offer a holistic view of teaching and learning including: 1) pre-service teachers' learning experiences as developing social studies classroom teachers and arts-integrated learners to expand capacity in order to see and think differently, communicate and express their thinking and learning diversely, and to engage challenges and discomfort divergently within alternative, transformative pedagogical practices; and 2) the teacher educator/researcher’s learning experiences to expand capacity in developing a meta-teaching action plan toward teaching the arts-integrated social studies methods course and altering the process of the dialectic action research spiral within action research to become the dialectic action research lemniscate. Implications relevant in social studies teacher education and secondary social studies education include, transformative learning experiences and expanded capacity for pre-service teachers as they developed altered perspectives about arts-integrated teaching and learning as well as teaching civics/citizenship and engaging civic issues of equity and justice in the social studies and the early development of a partial framework for arts-integrated teaching and learning in social studies education. Implications germane to action research methodology reside in modifying the process of the dialectic action research spiral in offering the expanded capacity of the dialectic action research lemniscate as an alternative recursive process for action researchers.
Crowe Alicia R. (Committee Co-Chair)
Boske Christa (Committee Member)
Hawley Todd S. (Committee Co-Chair)
371 p.
Secondary Education; Social Studies Education; Teacher Education; Teaching
social studies; civics/citizenship; teacher education; pre-service teachers; spirit of activism; social justice; justice-oriented civic issues; social justice issues; arts- integrated/arts-based practices; artist-teacher/teacher-artist; self-taught artists

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Citations

  • Levicky, M. (2024). Amalgams of Alchemy as Expanded Capacity: An Action Research Study of Arts-Integrated Teaching and Learning in a Social Studies Methods Course [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1720714091324947

    APA Style (7th edition)

  • Levicky, Michael. Amalgams of Alchemy as Expanded Capacity: An Action Research Study of Arts-Integrated Teaching and Learning in a Social Studies Methods Course. 2024. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1720714091324947.

    MLA Style (8th edition)

  • Levicky, Michael. "Amalgams of Alchemy as Expanded Capacity: An Action Research Study of Arts-Integrated Teaching and Learning in a Social Studies Methods Course." Doctoral dissertation, Kent State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=kent1720714091324947

    Chicago Manual of Style (17th edition)

kent1720714091324947
44
© 2024, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.