Breaking the Cycle of Disengagement Through Collaborative Re-engagement Strategies
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Publication Date
5-2024
Degree Name
Art Education (K-12), M.S.Ed.
Department
Art Education Department
School
School of Arts and Sciences
Description
As an educator, I have personally witnessed the detrimental impacts of students disengagement manifested through disruptive behaviors, poor grades, a disconnection from class and student dropout. This study investigates the factors that contribute to disengagement in art education, aiming to unearth effective long-term re-engagement strategies.
Amidst my school’s recent transition to a Title 1 institution and personal reflections, I have observed a shift in student engagement and participation. It is undeniable that within my diverse population of students, many of them are at risk academic failure that could lead to withdrawal. In response to this reality, I sought to empower students by making them active participants pants in their learning journey.
I chose to investigate this topic in my introductory level studio in art classes due to the wide variety of student interest in the course and because I am fortunate enough to see them daily. Using a participatory action research based approach, I called upon students to share their ideas during focus group interviews.
Ultimately, this collaborative approach yielded co-developed re-engagement strategies that have the potential to be studied further and insight into what factors interfere with student disengagement. Additionally, it highlighted the importance of creating a platform for students to share their ideas related to their education as it was a fruitful experience.
Breaking the Cycle of Disengagement Through Collaborative Re-engagement Strategies
As an educator, I have personally witnessed the detrimental impacts of students disengagement manifested through disruptive behaviors, poor grades, a disconnection from class and student dropout. This study investigates the factors that contribute to disengagement in art education, aiming to unearth effective long-term re-engagement strategies.
Amidst my school’s recent transition to a Title 1 institution and personal reflections, I have observed a shift in student engagement and participation. It is undeniable that within my diverse population of students, many of them are at risk academic failure that could lead to withdrawal. In response to this reality, I sought to empower students by making them active participants pants in their learning journey.
I chose to investigate this topic in my introductory level studio in art classes due to the wide variety of student interest in the course and because I am fortunate enough to see them daily. Using a participatory action research based approach, I called upon students to share their ideas during focus group interviews.
Ultimately, this collaborative approach yielded co-developed re-engagement strategies that have the potential to be studied further and insight into what factors interfere with student disengagement. Additionally, it highlighted the importance of creating a platform for students to share their ideas related to their education as it was a fruitful experience.
Comments
My research is a project.
My professor is Dr. Alexandra Allen.