Exploring Social and Moral Learning Frameworks Through Collaborative Inquiry

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This article reflects on the best teaching practices explored and developed by members of a teachers’ community and action research project in Arizona. The project is an ongoing collaborative inquiry and curriculum development endeavor that involves seven dance educators who are currently teaching or have previously taught in secondary dance education classrooms, mainly in Arizona. Tied by our common sustained interests in developing and implementing student-centered and democratically oriented pedagogical frameworks, we gather monthly to query our teaching experiences, create pedagogical solutions to the problems we have identified in our classroom communities, and envision new paradigms for practice that address the complex needs of twenty-first-century high school learners. As we have worked together in this professional development commitment, we have discovered the potential of the pedagogical frameworks we have constructed that strive toward best practices through processes of dialogue, critical inquiry, and an emphasis on embodied learning and social and moral educational frameworks.

Original languageEnglish (US)
Pages (from-to)45-51
Number of pages7
JournalJournal of Dance Education
Volume14
Issue number2
DOIs
StatePublished - Apr 3 2014

Fingerprint

dance
classroom
community research
curriculum development
Teaching
teaching practice
action research
twenty-first century
learning
best practice
research project
dialogue
educator
commitment
paradigm
teacher
school
community
education
experience

ASJC Scopus subject areas

  • Visual Arts and Performing Arts
  • Education

Cite this

Exploring Social and Moral Learning Frameworks Through Collaborative Inquiry. / Dyer, Becky.

In: Journal of Dance Education, Vol. 14, No. 2, 03.04.2014, p. 45-51.

Research output: Contribution to journalArticle

@article{0d3baa7afa5a44ceb414997462021aa9,
title = "Exploring Social and Moral Learning Frameworks Through Collaborative Inquiry",
abstract = "This article reflects on the best teaching practices explored and developed by members of a teachers’ community and action research project in Arizona. The project is an ongoing collaborative inquiry and curriculum development endeavor that involves seven dance educators who are currently teaching or have previously taught in secondary dance education classrooms, mainly in Arizona. Tied by our common sustained interests in developing and implementing student-centered and democratically oriented pedagogical frameworks, we gather monthly to query our teaching experiences, create pedagogical solutions to the problems we have identified in our classroom communities, and envision new paradigms for practice that address the complex needs of twenty-first-century high school learners. As we have worked together in this professional development commitment, we have discovered the potential of the pedagogical frameworks we have constructed that strive toward best practices through processes of dialogue, critical inquiry, and an emphasis on embodied learning and social and moral educational frameworks.",
author = "Becky Dyer",
year = "2014",
month = "4",
day = "3",
doi = "10.1080/15290824.2014.857023",
language = "English (US)",
volume = "14",
pages = "45--51",
journal = "Journal of Dance Education",
issn = "1529-0824",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

TY - JOUR

T1 - Exploring Social and Moral Learning Frameworks Through Collaborative Inquiry

AU - Dyer, Becky

PY - 2014/4/3

Y1 - 2014/4/3

N2 - This article reflects on the best teaching practices explored and developed by members of a teachers’ community and action research project in Arizona. The project is an ongoing collaborative inquiry and curriculum development endeavor that involves seven dance educators who are currently teaching or have previously taught in secondary dance education classrooms, mainly in Arizona. Tied by our common sustained interests in developing and implementing student-centered and democratically oriented pedagogical frameworks, we gather monthly to query our teaching experiences, create pedagogical solutions to the problems we have identified in our classroom communities, and envision new paradigms for practice that address the complex needs of twenty-first-century high school learners. As we have worked together in this professional development commitment, we have discovered the potential of the pedagogical frameworks we have constructed that strive toward best practices through processes of dialogue, critical inquiry, and an emphasis on embodied learning and social and moral educational frameworks.

AB - This article reflects on the best teaching practices explored and developed by members of a teachers’ community and action research project in Arizona. The project is an ongoing collaborative inquiry and curriculum development endeavor that involves seven dance educators who are currently teaching or have previously taught in secondary dance education classrooms, mainly in Arizona. Tied by our common sustained interests in developing and implementing student-centered and democratically oriented pedagogical frameworks, we gather monthly to query our teaching experiences, create pedagogical solutions to the problems we have identified in our classroom communities, and envision new paradigms for practice that address the complex needs of twenty-first-century high school learners. As we have worked together in this professional development commitment, we have discovered the potential of the pedagogical frameworks we have constructed that strive toward best practices through processes of dialogue, critical inquiry, and an emphasis on embodied learning and social and moral educational frameworks.

UR - http://www.scopus.com/inward/record.url?scp=85049939046&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049939046&partnerID=8YFLogxK

U2 - 10.1080/15290824.2014.857023

DO - 10.1080/15290824.2014.857023

M3 - Article

VL - 14

SP - 45

EP - 51

JO - Journal of Dance Education

JF - Journal of Dance Education

SN - 1529-0824

IS - 2

ER -