Examining the Impact of Art-Based Anchor Charts on Academic Achievement in Language Arts

184 Pages·2017·1.25 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2017
Examining the Impact of Art-Based Anchor Charts
on Academic Achievement in Language Arts
Kimberly Ivette Fontanez
Walden University
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Walden University

College of Education

This is to certify that the doctoral study by

Kimberly Fontanez

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Alen Badal, Committee Chairperson, Education Faculty
Dr. Kim Nisbett, Committee Member, Education Faculty
Dr. Charlotte Redden, University Reviewer, Education Faculty

Chief Academic Officer
Eric Riedel, Ph.D.

Walden University
2017
Abstract
Examining the Impact of Art-Based Anchor Charts on Academic Achievement in
Language Arts
by
Kimberly Fontanez

MS, Walden University, 2011
BA, South Carolina State University, 2001

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Administrative Leadership for Teaching and Learning

Walden University
December 2017
Abstract
The students at 2 middle schools in County SD, NHMS and WMS are not scoring on or
above grade level on the information text portion of the English Language Arts (ELA)
standardized SC Palmetto Assessment of State Standards (SCPASS) test given annually
in South Carolina. The teachers developed and implemented art-based anchor charts to
help close the achievement gap among the 6th, 7th, and 8th grade students. There has been
no formal exploration of the teachers’ experiences regarding the use of anchor charts.
Using the elements of problem-based learning as the theoretical framework, the purpose
of this project study was to explore the teachers’ experiences of art-based anchor charts
on increasing students’ comprehension on informational text. The research questions
guiding this study examined the teachers’ experiences and perceptions with using art-
based anchor charts and the teachers’ perceptions of which strategies are helpful in
increasing comprehension on informational text. Using a single case study research
design and purposeful sampling, 5 middle school teachers who used art-based anchor
charts were interviewed. Open and axial coding were employed through transcribe
interviews with iterative categorization to collapse the codes into themes then findings.
The findings revealed that the anchor charts allowed for use of visuals, prior knowledge,
art-based activities, and cooperative learning to create understanding and relevance to
informational text comprehension which were effective for engaging and encouraging
high-level performance for students. The findings from this study may be used to assist
the teachers when developing and implementing art-based anchor charts and with helping
students increase their reading comprehension on informational text.
Examining the Impact of Art-Based Anchor Charts on Academic Achievement in
Language Arts
by
Kimberly Fontanez

MS, Walden University, 2011
BA, South Carolina State University, 2001

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Administrative Leadership for Teaching and Learning

Walden University
December 2017
Dedication
The success in completing my doctoral study is due to the assistance I received
throughout this process. I would like to take this time to reflect on family, friends, and
co-workers who have supported and helped me throughout this period. I am thankful to
God for the opportunity to have been surrounded by people who saw my passion for
conducting this study and offered encouraging words to ensure I completed this task.
My sincere appreciation is offered to my husband, Angel Fontanez, Sr., whose
words of encouragement kept me inspired and motivated as I worked to add this
milestone to my educational career. The depth of love I have for “My Angel” is
immeasurable. Thanks for always being my #1 Cheerleader.
I also dedicate my work to my 10-year old son, Angel Fontanez, Jr., who kept me
working towards my doctorate. Providing him with a role model that speaks and shows
him the importance of an education will hopefully inspire him to do the same.
I am forever indebted to my friend, Alvina Head for offering prayers that kept me
optimistic.
I am grateful to my colleagues, Dr. Tara Davis, Dr. Kimberly Badger, and Dr.
Dedra Wilson-Patrick, for inspiring words of wisdom.
I am extremely blessed to have friends, colleagues, and family members who
were my constant source of strength as I embarked on this educational endeavor.
Acknowledgments
Ecclesiastes 3:1 King James Version (KJV) reads to everything there is a season,
and a time to every purpose under the heaven. Growing up with very young parents, one
of whom did not complete high school motivated me to set goals and work until I attained
them. The time has come, and one of my goals have been realized. I am the first member
of my family to attain a Doctor of Education Degree in Administrative Leadership for
Teaching and Learning.
Acknowledging that some goals are only obtained with the assistance of others,
my deepest appreciation is extended to Dr. Alen Badal and Dr. Kim Nisbett for providing
leadership, guidance, and support as he read my drafts numerous times to provide the
suggestions necessary for me to complete my study. I acknowledge Dr. Ramo Lord for
his wealth of knowledge, ideas, and method of inquiry that assisted me with ensuring all
areas of my study were addressed in a scholarly manner.
I would also like to extend a heartfelt “thank you” to the friends I made at Walden
University who were instrumental in providing encouraging words that kept me enthused.
My sincere gratitude is further offered to the project study participants for the
time they spent to ensure I collected the data necessary to complete my study.
It is a genuine pleasure to express my deep sense of appreciation to all who
supported me the past 6 years. I, Dr. Kimberly Fontanez, cherish each of them for being a
vital part of my village. To God be the glory!
Table of Contents
List of Tables ..................................................................................................................... vi
List of Figures ................................................................................................................... vii
Section 1: The Problem ........................................................................................................1
Introduction ....................................................................................................................1
Definition of the Problem ..............................................................................................6
Rationale ........................................................................................................................7
Evidence of the Problem at the Local Level ........................................................... 7
Evidence of the Problem From the Professional Literature .................................. 10
Definitions....................................................................................................................12
Significance..................................................................................................................13
Research Question .......................................................................................................14
Review of the Literature ..............................................................................................14
Theoretical Base/Conceptual Framework ............................................................. 15
Literacy Instruction Using Arts ............................................................................ 18
Interdisciplinary Approach ................................................................................... 20
Arts Integration and Standardized Tests ............................................................... 23
Various Art Disciplines......................................................................................... 24
Arts Fostering Motivation ..................................................................................... 26
Afterschool Art Programs ..................................................................................... 27
Art and Writing ..................................................................................................... 29
Reading Achievement Gap and Informational Texts............................................ 31
Art and Other 21st Century Skills.......................................................................... 32
i
Need for More Evidence ....................................................................................... 34
Implications..................................................................................................................35
Summary ......................................................................................................................35
Section 2: The Methodology ..............................................................................................37
Introduction ..................................................................................................................37
Research Questions ......................................................................................................37
Description of Research Design ...................................................................................38
Participants ...................................................................................................................44
Criteria for Selecting Participants ......................................................................... 45
Participant Description.......................................................................................... 45
Gaining Access to Participants ............................................................................. 46
Establishing a Researcher-Participant Relationship ............................................. 48
Protection of Participants Rights .......................................................................... 48
Sampling and Permission .............................................................................................49
Assumptions .................................................................................................................49
Data Collection Procedures ..........................................................................................50
Data Collection ............................................................................................................51
Data Analysis ...............................................................................................................52
Teachers’ Experiences .......................................................................................... 53
Open-Ended Queries ............................................................................................. 53
Student Artifacts ................................................................................................... 55
Final Data Review................................................................................................. 55
Validity and Reliability ................................................................................................56
ii
Reliability .............................................................................................................. 56
Validity ................................................................................................................. 57
Researcher Bias ..................................................................................................... 57
Role of the Researcher .................................................................................................58
Summary ......................................................................................................................58
Section 3: The Project ........................................................................................................60
Introduction ..................................................................................................................60
Project’s Description and Goals ...................................................................................60
Rationale ......................................................................................................................62
Project Genre Rationale ...............................................................................................62
Review of the Literature ..............................................................................................65
Search Strategy ..................................................................................................... 65
Common Themes .................................................................................................. 66
Implementation ............................................................................................................70
Potential Resources and Existing Supports..................................................................71
Potential Barriers .........................................................................................................72
Potential Barrier 1………………………………………………………………..72
Potential Barrier 2………………………………………………………………..73
Potential Barrier 3………………………………………………………………..73
Proposal for Implementation and Timetable................................................................74
Roles and Responsibilities ...........................................................................................77
Principal ................................................................................................................ 77
Teachers ................................................................................................................ 78
iii