Trusting Teachers During an Urban-School Collaborative Art Project
Item Description
Linked Agent
Author: Lindeman, Karen W.
Institution: Edinboro University of Pennsylvania
Department: Early childhood education
Author: Sullivan, Ashley
Institution: Penn State Erie the Behrend College
Author: Newman, Janelle
Institution: Edinboro University of Pennsylvania
Department: Early childhood education
Author: Cole, Heather
Institution: West Virginia University
Author: Shannon, Tara
Institution: Erie Public School District
Publisher: Routledge
Date Created
2022
Date Issued
2023
Abstract
A project-based art instillation, with the purpose of delivering a message, provided high school students with authentic learning. In an ever-changing world, students need a highly skilled and knowledgeable teacher to be the guide-at-the-side. This case study challenges P-12 teachers to see students as capable learners. Teachers allowed for exploration; shared the power; let students fail; provided guidance, knowledge and inspiration; while additionally encouraged and supported student voice are the future of education. Each stage of the process is outlined to share the teachers’ role in the process. Teachers who value and trust the learning process are the best resources we have for the future.
Note
This material is embargoed until November 1, 2023.
Description Long
The Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol 95, no. 3.
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Extent
28 pages
Physical Form
Rights
Lindeman, K.W., Sullivan, A., Newman, J., Cole, H., and Shannon, T. (2022). "Trusting teachers during an urban-school collaborative art project." The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(3).
https://doi.org/10.1080/00098655.2022.2034728
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