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dc.contributor.advisorGarber, Elizabeth
dc.contributor.authorChen, Chun-Chieh Catherine
dc.creatorChen, Chun-Chieh Catherine
dc.date.accessioned2018-05-21T19:42:46Z
dc.date.available2018-05-21T19:42:46Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/10150/627727
dc.description.abstractThe purpose of this research is to investigate if the implementation of therapeutic-based arts pedagogy can be regarded as effective interventions and strategies in promoting positive self-esteem, self-confidence, and cultural identity of culturally diverse students and the foreign- born and/or immigrant students who I have termed Mandarin language learners (MLLs) in Taiwan in this research. The therapeutic-based arts strategies in this study included the incorporation of parts of crucial components of Sheltered Instruction Observation Protocol (SIOP) and effective strategies inspired by play therapy and mindfulness practice. As learning is a by-product of playing, therefore, the arts activities in this study were play-based, therapeutic- based, and student-centered. With this sense, not only are the art activities therapeutic, but also they are informative and educational. More importantly, this research was designed to examine the specific challenges that may happen to culturally diverse students/MLLs in schools. The significant implications of this research for educators and/or practitioners are first, encouraging educators and/or practitioners to rethink how they conceptualize culturally diverse students/MLLs as well as their culture and heritage. Second, while the culturally diverse students/MLLs continue to increase on institutions and college campuses, this study could be of benefit to educators who teach second language learners in mainstream classrooms across the United States. Third, the study findings may bring awareness of negative stereotypes and issues resulting in losing self-esteem and confidence. Therefore, this therapeutic-based arts approach may meet the unique needs of culturally diverse students and MLLs in Taiwan. From an educational perspective, this therapeutic-based arts intervention may foster solid self-confidence and successful academic performance. Hence, this series of therapeutic-based arts strategies could be considered as a critical and social pedagogy in art education, which promotes diverse sociocultural perspectives, invites personal social statements, and encourages critical thinking. Consequently, the culturally diverse students and immigrant students (e.g., ELLs and MLLs) may become productive and successful members of their schools, communities and countries.en_US
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectCulturally diverse Studentsen_US
dc.subjectDiscriminationen_US
dc.subjectMindfulness Pedagogyen_US
dc.subjectSecond Language Learnersen_US
dc.subjectSelf-esteemen_US
dc.subjectSelf-confidenceen_US
dc.subjectSocial and cultural diversityen_US
dc.subjectTherapeutic-based arts pedagogyen_US
dc.titleAn Implementation of Therapeutic-Based Art Pedagogy: Enhancing Culturally Diverse Students' Self-Esteemen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberShin, Ryan
dc.contributor.committeememberCombs, Mary Carol
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArten_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-05-21T19:42:46Z


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