Visual arts integration as a way of meanings: Centring emergent bi/multilingual high schoolers through graphic story and biology

References

1. Aghasafari, Sahar, Bivins, Kelli and Nordgren, Brendan (2021), ‘Arts integration and culturally sustaining pedagogy: Supporting bi/multilingual high school learners in biology’, Journal of Interdisciplinary Studies in Education, 10:1, pp. 59–81.
   [Google Scholar]
2. Aghasafari, Sahar, Bivins, Kelli, Muhammad, E. Anthony and Nordgren, Brendan (2022), ‘Art integration and identity: Empowering bi/multilingual high school learners’, Art Education, 75:5, pp. 32–37.
   [Google Scholar]
3. Arts Education Partnership (2002), ‘Teaching partnerships: A report of a national forum on partnerships improving teaching of the arts’, AEP, 18–19 November 2001, https://www.aep-arts.org/wp-content/uploads/Teaching-Partnerships_National-Forum-Report-on-Partnerships-Improving-Teaching-on-the-Arts.pdf. Accessed 17 January 2017.
4. Bauman, Kurt (2017), ‘School enrollment of the Hispanic population: Two decades of growth’, US Census Bureau, 28 August, https://www.census.gov/newsroom/blogs/random-samplings/2017/08/school_enrollmentof.html. Accessed 17 January 2017.
5. Bennis, Warren G. (1925–2014), ‘38 fabulous Warren Bennis quotes’, Brandongaille, https://brandongaille.com/38-fabulous-warren-bennis-quotes. Accessed 17 January 2017.
6. Bequette, James W. and Bequette, Marjorie Bullitt (2012), ‘A place for art and design education in the STEM conversation’, Art Education, 65:2, pp. 40–47.
   [Google Scholar]
7. Berriz, Berta Rosa, Wager, Amanda Claudia and Poey, Vivian Maria (2019), Art as a Way of Talking for Emergent Bilingual Youth: A Foundation for Literacy in K–12 Schools, New York: Routledge.
   [Google Scholar]
8. Blumer, Herbert (1969), Symbolic Interactionism: Perspective and Method, Berkeley, CA: University of California Press.
   [Google Scholar]
9. Bruce, David L. (2009), ‘Writing with visual images: Examining the video composition processes of high school students’, Research in the Teaching of English, 43:4, pp. 426–50.
   [Google Scholar]
10. Burnaford, Gail, Brown, Sally, Doherty, James and McLaughlin, H. James (2007), ‘Arts integration frameworks, research and practice’, Arts Education Partnership, April, https://www.aep-arts.org/wp-content/uploads/Arts-Integration-Frameworks-Research-Practice_A-Literature-Review.pdf. Accessed 17 January 2017.
    [Google Scholar]
11. Cahnmann-Taylor, Melisa and Sanders-Bustle, Lynn (2019), ‘Art-informed pedagogies in the preparation of teachers in the United States’, Oxford Research Encyclopedia of Education, 29 July, https://doi.org/10.1093/acrefore/9780190264093.013.376.
    [Google Scholar]
12. Carlson, Elisabeth (2013), ‘Precepting and symbolic interactionism: A theoretical look at preceptorship during clinical practice’, Journal of Advanced Nursing, 69:2, pp. 457–64, https://doi.org/10.1111/j.1365-2648.2012.06047.x.
    [Google Scholar]
13. Carter, Michael J. and Fuller, Celene (2016), ‘Symbols, meaning, and action: The past, present, and future of symbolic interactionism’, Current Sociology, 64:6, pp. 931–61, https://journals.sagepub.com/doi/abs/10.1177/0011392116638396?journalCode=csia.
    [Google Scholar]
14. Chamberlain-Salaun, Jennifer, Mills, Jane and Usher, Kim (2013), ‘Linking symbolic interactionism and grounded theory methods in a research design: From Corbin and Strauss’ assumptions to action’, SAGE Open, 3:3, pp. 1–10.
    [Google Scholar]
15. Chandler-Olcott, Kelly and Mahar, Donna (2003), ‘“Tech-savviness” meets multiliteracies: Exploring adolescent girls’ technology-mediated literacy practices’, Reading Research Quarterly, 38:3, pp. 356–85.
    [Google Scholar]
16. Chapell, Sharon Verner and Cahnmann-Taylor, Melisa (2013), ‘No child left with crayons: The imperative of arts-based education and research with language “minority” and other minoritized communities’, Review of Research in Education, 37:1, pp. 243–68.
    [Google Scholar]
17. Charmaz, Kathy (2003), ‘Grounded theory: Objectivist and constructivist methods’, in N. Denzin and Y. Lincoln (eds), Strategies of Qualitative Inquiry, 2nd ed., Washington, DC: Sage, pp. 249–91.
    [Google Scholar]
18. Creswell, John W. (2007), Qualitative Inquiry and Research Design: Choosing among Five Approaches, 2nd ed., Washington, DC: Sage.
    [Google Scholar]
19. Cropley, David (2014), ‘From rhetoric to reality: Designing activities to foster creativity’, Knowledge Quest, 42:5, p. 24.
    [Google Scholar]
20. Cummins, Jim (2001), Negotiating Identities: Education for Empowerment in a Diverse Society, 2nd ed., Walnut, CA: California Association for Bilingual Education.
    [Google Scholar]
21. Dennis, Alex (2011), ‘Symbolic interactionism and ethnomethodology’, Symbolic Interaction, 34:3, pp. 349–56, https://doi:10.1525/si.2011.
    [Google Scholar]
22. Denzin, Norman K. (1969), ‘Symbolic interactionism and ethnomethodology: A proposed synthesis’, American Sociological Review, 34:6, pp. 922–34, https://www.jstor.org/stable/2095982. Accessed 17 January 2017.
    [Google Scholar]
23. Dreeszen, Craig, Aprill, Arnold and Deasy, Richard J. (1999), ‘Learning partnerships: Improving learning in schools with arts partners in the community’, Arts Education Partnership, https://www.aep-arts.org/wp-content/uploads/Learning-Partnerships_Improving-Learning-in-Schools-with-Arts-Partners-in-the-Community.pdf. Accessed 17 January 2017.
    [Google Scholar]
24. Eiduson, Bernice (1962), Scientists, Their Psychological World, New York: Basic Books.
    [Google Scholar]
25. Garcia-Reid, Pauline, Hamme Peterson, Christina and Reid, Robert (2015), ‘Parent and teacher support among Latino immigrant youth: Effects on school engagement and school trouble avoidance’, Urban and Education Society, 47:3, pp. 328–43, https://doi.org/10.1177/0013124513495278.
    [Google Scholar]
26. Glaser, Barney (1998), Doing Grounded Theory: Issues and Discussions, Mill Valley, CA: Sociology Press.
    [Google Scholar]
27. Glaser, Barney and Strauss, Anselm (1999), The Discovery of Grounded Theory: Strategies for Qualitative Research, New York: Routledge.
    [Google Scholar]
28. Goldberg, Merryl (2012), Arts Integration: Teaching Subject Matter through the Arts in Multicultural Settings, 4th ed., Boston, MA: Allyn and Bacon.
    [Google Scholar]
29. Handberg, Charlotte, Thorne, Sally, Midtgaard, Julie, Nielsen, Caus Vinther and Lomborg, Kristen (2015), ‘Revisiting symbolic interactionism as a theoretical framework beyond the grounded theory tradition’, Qualitative Health Research, 25:8, pp. 1023–32, https://journals.sagepub.com/doi/10.1177/1049732314554231.
    [Google Scholar]
30. Harman, Ruth and Varga-Dobai, Kinga (2012), ‘Critical performative pedagogy: Emergent bilingual learners challenge local immigration issues’, International Journal of Multicultural Education, 14:2, pp. 1–17.
    [Google Scholar]
31. Harman, Ruth, Buxton, Cory, Cardozo-Gaibisso, Lourdes, Jiang, Lei and Bui, Khanh (2021), ‘Culturally sustaining systemic functional linguistics praxis in science classrooms’, Language and Education, 35:2, pp. 106–22, https://www.tandfonline.com/doi/abs/10.1080/09500782.2020.1782425?journalCode=rlae20.
    [Google Scholar]
32. Hetland, Lois, Winner, Ellen, Veenema, Shirley and Sheridan, Kimberly M. (2007), Studio Thinking: The Real Benefits of Visual Arts Education, New York: Teachers College Press.
    [Google Scholar]
33. Johnson, Greer Cavallaro (2004), ‘Reconceptualising the visual in narrative inquiry into teaching’, Teaching and Teacher Education, 20, pp. 423–34, http://dx.doi.org/10.1016/j.tate.2004.04.009.
    [Google Scholar]
34. Jeon, Yun-Hee (2004), ‘The application of grounded theory and symbolic interactionism’, Scandinavian Journal of Caring Sciences, 18:3, pp. 249–56.
    [Google Scholar]
35. Jin, Li and Erben, Tony (2007), ‘Intercultural learning via instant messaging interaction’, CALICO, 24:2, pp. 291–311.
    [Google Scholar]
36. Kant, Joanita M., Burckhard, Suzette R. and Meyers, Richard T. (2018), ‘Engaging high school girls in Native American culturally responsive STEAM enrichment activities’, Journal of STEM Education: Innovations & Research, 18:5, pp. 15–25, https://jstem.org/jstem/index.php/JSTEM/article/download/2210/1912. Accessed 17 January 2017.
    [Google Scholar]
37. Lawrence, Salika A., McNeal, Kelly and Yildiz, Melda N. (2009), ‘Summer program helps adolescents merge technology, popular culture, reading, and writing for academic purposes’, Journal of Adolescent & Adult Literacy, 52:6, pp. 483–94.
    [Google Scholar]
38. Leysath, Maggie and Bronowski, Chad (2016), ‘An adventure in full art integration’, Art Education, 69:6, pp. 28–34, https://www.tandfonline.com/doi/abs/10.1080/00043125.2016.1224858?journalCode=uare20.
    [Google Scholar]
39. Marshall, Julia (2010), ‘Five ways to integrate: Using strategies from contemporary art’, Art Education, 63:3, pp. 13–19.
    [Google Scholar]
40. Marshall, Julia (2014), ‘Transdisciplinary and art integration: Toward a new understanding of art-based learning across the curriculum’, National Art Education Association Studies in Art Education: A Journal of Issues and Research, 55:2, pp. 104–27.
    [Google Scholar]
41. Mead, George Herbert (1934), Mind, Self, and Society, Chicago, IL: University of Chicago Press.
    [Google Scholar]
42. Miller, Kenneth R. and Levine, Joseph S. (2002), Biology, Hoboken, NJ: Prentice Hall.
    [Google Scholar]
43. National Center for Education Statistics (2016), Racial/Ethnic Enrollment in Public Schools, http://nces.ed.gov/programs/coe/indicator_cge.asp. Accessed 17 January 2017.
    [Google Scholar]
44. NGSS Lead States (2013), Next Generation Science Standards: For States, by States, Washington, DC: The National Academies.
    [Google Scholar]
45. Nixon, Althea Scott (2009), ‘Mediating social thought through digital storytelling’, Pedagogies: An International Journal, 4, pp. 63–76.
    [Google Scholar]
46. Pew Research Center (2018), ‘Latinos have become more pessimistic about their place in America’, Pew Research Center, 25 October, https://www.pewresearch.org/hispanic/2018/10/25/latinos-have-become-more-pessimistic-about-their-place-in-america. Accessed 17 January 2017.
47. Pew Research Center (2019), ‘Key facts about Latinos, one of the nation’s fastest-growing populations’, Pew Research Center, 13 September, https://www.pewresearch.org/fact-tank/2018/09/13/key-facts-about-young-latinos/. Accessed 17 January 2017.
48. Prasad, Pushkala (2015), Crafting Qualitative Research: Working in the Postpositivist Traditions, New York: Routledge.
    [Google Scholar]
49. Quigley, Cassie F., Herro, Dani and Jamil, Faiza M. (2017), ‘Developing a conceptual model of STEAM teaching practices’, School Science and Mathematics, 117:1&2, pp. 1–12, https://onlinelibrary.wiley.com/doi/abs/10.1111/ssm.12201.
    [Google Scholar]
50. Rahmawati, Yuli, Ridwan, Achmad, Hadinugrahaningsih, Tritiyatma and Soeprijanto (2019), ‘Developing critical and creative thinking skills through STEAM integration in chemistry learning’, Journal of Physics, 1156:1, pp. 28–30, https://iopscience.iop.org/article/10.1088/1742-6596/1156/1/012033.
    [Google Scholar]
51. Remer, Jane (1996), Beyond Enrichment: Building Effective Arts Partnerships with Schools and Your Community, Washington, DC: Americans for the Arts.
    [Google Scholar]
52. Root-Bernstein, Robert and Root-Bernstein, Michele Marie (2004), ‘Artistic scientists and scientific artists: The link between polymathy and creativity’, in R. Sternberg, E. Grigorenki and J. Singer (eds), Creativity: From Potential to Realization, Washington, DC: American Psychological Association, pp. 127–51.
    [Google Scholar]
53. Runco, Mark A. (2014), Creativity: Theories and themes: Research, Development, and Practice, 2nd ed., Amsterdam: Elsevier Academic Press.
    [Google Scholar]
54. Ryan, Pam Muñoz (2016), Esperanza Rising, New York: Scholastic.
    [Google Scholar]
55. Santiago, Deborah A. (2011), ‘Roadmap for ensuring America’s future by increasing Latino college completion’, Excelencia in Education, March, https://files.eric.ed.gov/fulltext/ED517165.pdf. Accessed 17 January 2017.
    [Google Scholar]
56. Silverstein, Lynn B. and Layne, Sean (2010), Defining Arts Integration, Washington, DC: The John F. Kennedy Center for the Performing Arts.
    [Google Scholar]
57. Stehle, Stephanie M. and Peters-Burton, Erin E. (2019), ‘Developing student 21st-century skills in selected exemplary inclusive STEM high schools’, International Journal of STEM Education, 6:1, pp. 1–15, https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-019-0192-1. Accessed 17 January 2017.
    [Google Scholar]
58. Stewart, Marilyn G. and Walker, Sydney R. (2005), Rethinking Curriculum in Art, Worcester, MA: Davis.
    [Google Scholar]
59. Stokrocki, Mary (ed.) (2005), Interdisciplinary Art Education: Building Bridges to Connect Disciplines and Cultures, New York: National Art Education Association.
    [Google Scholar]
60. Vespa, Jonathan, Armstrong, David M., and Medina, Lauren (2018), ‘Demographic turning points for the United States: Population projections for 2020 to 2060’, US Census Bureau, March, https://www.census.gov/content/dam/Census/library/publications/2020/demo/p25-1144.pdf. Accessed 17 January 2017.
    [Google Scholar]
61. Wiggins, Grant and McTighe, Jay (2005), Understanding by Design, Richmond, VA: Association for Supervision and Curriculum Development.
    [Google Scholar]
62. Wilson, Hope E. and Presley, Lucinda (2019), ‘Assessing creative productivity’, Gifted and Talented International, 34:1&2, pp. 30–43, https://doi.org/10.1080/15332276.2019.1690956.
    [Google Scholar]
63. Zhang, Ying (2016), ‘Multimodal teacher input and science learning in a middle school sheltered classroom’, Journal of Research in Science Teaching, 53:1, pp. 7–30.
    [Google Scholar]
64. Zhang, Maverick Y., Harman, Ruth, Aghasafari, Sahar and Delahunty, Melissa B. (2021), ‘Multimodal composing in a multilingual classroom: Design-based research and embodied systemic functional linguistics’, in D. Shin, T. Cimasko and Y. Yi (eds), Multimodal Composing in K–1 ESL and EFL Education, Singapore: Springer, pp. 35–53.
    [Google Scholar]