<p> Studies have shown that Latina/os may experience discomfort in regards to acculturation and assimilation into mainstream American culture. For Latina/o adolescents this struggle may be more pronounced. Adolescence can be a time when one is developing an understanding of how one fits within the context of community. Previous research shows how adolescents with a strong ethnic identity may experience greater resiliency against stressful life events. Studies have also shown how the arts can have a positive effect on adolescent identity development. Cultural arts aid in selfdiscovery plus a connection with peers and the greater community. This study examines the correlation between culturally-relevant art activities, labeled in this study as the LIAC (Latina/o Identity-based Art Curriculum) and Latina/o adolescent ethnic identity exploration and affirmation. This study consisted of 15 Latina/ o students, ages 13-18, enrolled in an after-school program. Ethnic identity was analyzed using the Multigroup Ethnic Identity Measure (MEIM). Students reflected on their art projects and other members' art projects, which were based on topics ofLatina/o ethnicity and culture. Findings correlate to previous studies which show how cultural art activities can help strengthen Latinalo adolescent identity. Data from this study showed significance increases in ethnic identity exploration and affirmation, respectively. Although the current results are informative, they are also preliminary. More research is needed to fully understand how culturally-relevant art groups can help Latina/o adolescents gain a stronger ethnic and overall identity.</p>

<p> Students with language-based learning disabilities (LD) increasingly are placed in inclusive classrooms to ensure they receive access to their grade level curriculum. However, inclusion alone is insufficient for addressing the specific learning challenges of students with language-based LD in general education settings (McLeskey &amp; Waldron, 2011). A need exists for additional strategies to increase on-task behavior and provide greater learning opportunities for students with LD in inclusive classrooms. </p><p> The purpose of this study was to examine the use of a drama intervention, tableau, to increase the on-task behavior of students in inclusive fourth-grade language arts classrooms at two urban elementary charter schools in the Mid Atlantic region. All of the students in the fourth-grade language arts classrooms participated in the tableau intervention, which consisted of students making still images with their bodies to represent a scene or explore a particular moment in a story. Observational data were collected on three students identified with language-based LD. Changes in students' on-task behavior within and across baseline, withdrawal, and tableau phases were examined in an ABAB withdrawal design. Visual analysis was employed to determine if there was a functional relation between tableau and an increase in students' on-task behavior during small group language arts lessons. Descriptive data were collected via audio digital recordings of story recalls to assess the three students' understanding of character traits and sequence of events. </p><p> Results indicated that participants' on-task behavior increased following the introduction of tableau and decreased following the withdrawal of tableau and return to conventional instructional strategies during small group language arts lessons. For all three participants, a functional relation was established between tableau and an increase in on-task behavior through a change in level and stability across phases. All three participants scored higher on the oral story recall assessment of character traits and sequence of events during the tableau intervention phases as compared to the baseline and withdrawal phases. These findings suggested the potential value of using drama interventions to increase the on-task behavior and provide greater learning opportunities for students with LD in inclusive language arts classrooms.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1639. Adviser: Paul Duncum. Includes bibliographical references (leaves 255-274) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xvi, 327 p.; also includes graphics (some col.) Includes bibliographical references (p. 311-327). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Tom Anderson, Florida State University, School of Visual Arts and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed Sept. 23, 2004). Includes bibliographical references.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Paul Duncum. Includes bibliographical references (leaves 209-226) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4215. Adviser: Julia Kellman. Includes bibliographical references (leaves 247-253) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2429. Adviser: Christine M. Thompson. Includes bibliographical references (leaves 139-141) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 289-330).

This research explored the effects of implementing a curriculum based on important principles of Waldorf education with a Latino student population enrolled in a Transitional Bilingual Education program for gifted Hispanic students attending a public school in central Massachusetts. Qualitative research methods were employed in order to record how the students interpreted specific experiences and to gain insight and understanding concerning the impact of a curriculum based on Waldorf education principles used with bilingual/bicultural students. The study focused on two groups of bilingual gifted classrooms--a sixth grade in a Magnet school and a fourth grade in a community school. All of the students were Puerto Rican with the exception of one girl from El Salvador. Data used for this research study were collected for a period of four months through observation, videotaping, audiotaping, student interviews, and field notes. The finished products of the students were also considered data. The research revealed that the students became connected to the curriculum in three stages--social, physical, and cognitive. The cognitive connection to the curriculum occurred most successfully when artistic activities preceded the introduction of intellectual concepts. This finding is compatible with the research of Martin L. Albert, Lorraine K. Obler, and Kenji Hakuta concerning language formation in bilingual individuals. Increased use of verbal language in the native and second language of the students, a positive sense of self, and increased motivation to learn were noted as results from the students' involvement with the curriculum. Recommendations were made by the researcher to reform traditional public school teaching practices so that a culturally and educationally relevant curriculum might be developed for language and culture minority Latino students.