Intermediate Students' Experiences with an Arts-Based Unit: An Action Research
Bibliographic record
Abstract
I conducted an action research study with intermediate‐level language and literature students, examining meaning making as adolescents engaged in a developmental writing and performance project. The study was guided by theory and research highlighting the valuable role of overt student reflection to improve engagement in learning. Data collection methods included interviews, teacher observations, reflective journals, and audio/videotaped performance. Data analysis was iterative throughout the study, using both within‐case and cross‐case sampling, but drawing heavily on self‐reports as authentic representations of meaning‐making. The findings suggest that learning through the arts provides a vehicle for students to become actively engaged in the construction of their own learning Keywords: arts learning, multiple intelligences, emotional engagement, aesthetics, classroom drama L’auteur a mené une recherche‐action auprès d’élèves suivant des cours de littérature et de langue de niveau intermédiaire, son objectif étant d’étudier le processus de création de sens chez des adolescents participant à un projet impliquant écriture et prestation. L’étude reposait sur des théories et des recherches mettant en relief le rôle clé des réflexions explicites des élèves dans l’amélioration de leur implication dans l’apprentissage. Plusieurs méthodes de collecte de données ont été utilisées: entrevues, observations des enseignants, journaux personnels et prestations enregistrées sur cassettes audio et bandes magnétoscopiques. Les données ont été analysées de façon répétée tout au long de la recherche à l’aide d’échantillons tirés de l’étude elle‐même que d’autres études de cas, mais surtout à partir des autoévaluations en tant que représentations authentiques du processus de création de sens. Les résultats donnent à penser que l’apprentissage à travers les arts fournit aux élèves un moyen de s’impliquer activement dans leur propre apprentissage. Mots clés : apprentissage par les arts, intelligence multiple, implication émotionnelle, esthétique, mise en scène didactique.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.006 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".