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Complexity, context, and connectedne...

McClure, Marissa Ann.

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Complexity, context, and connectedness in elementary art education: An elementary art teacher's practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Complexity, context, and connectedness in elementary art education: An elementary art teacher's practice./
Author:	McClure, Marissa Ann.
Description:	122 p.
Notes:	Source: Masters Abstracts International, Volume: 41-06, page: 1558.
Contained By:	Masters Abstracts International41-06.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1414231

Complexity, context, and connectedness in elementary art education: An elementary art teacher's practice.
McClure, Marissa Ann.

Complexity, context, and connectedness in elementary art education: An elementary art teacher's practice. - 122 p.

Source: Masters Abstracts International, Volume: 41-06, page: 1558.

Thesis (M.A.)--The University of Arizona, 2003.

Few studies explore and document the day to day practice of elementary art teachers and the factors that influence this practice. Through a qualitative narrative case study and portrait, this study hopes to create an authentic representation of one teacher navigating the space surrounding her practice in context at an elementary school. Three conceptual clusters have been defined encompassing qualities affecting her practice: context, complexity, and connectedness. This study is intended to serve as a starting point for new teachers and as a precursor to future research that looks into the practice of elementary art teachers.Subjects--Topical Terms:

1018432
Education, Art.

Complexity, context, and connectedness in elementary art education: An elementary art teacher's practice.
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100 1 $a McClure, Marissa Ann. $3 1946892
245 1 0 $a Complexity, context, and connectedness in elementary art education: An elementary art teacher's practice.
300 $a 122 p.
500 $a Source: Masters Abstracts International, Volume: 41-06, page: 1558.
500 $a Director: Lynn P. Galbraith.
502 $a Thesis (M.A.)--The University of Arizona, 2003.
520 $a Few studies explore and document the day to day practice of elementary art teachers and the factors that influence this practice. Through a qualitative narrative case study and portrait, this study hopes to create an authentic representation of one teacher navigating the space surrounding her practice in context at an elementary school. Three conceptual clusters have been defined encompassing qualities affecting her practice: context, complexity, and connectedness. This study is intended to serve as a starting point for new teachers and as a precursor to future research that looks into the practice of elementary art teachers.
590 $a School code: 0009.
650 4 $a Education, Art. $3 1018432
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710 2 0 $a The University of Arizona. $3 1017508
773 0 $t Masters Abstracts International $g 41-06.
790 1 0 $a Galbraith, Lynn P., $e advisor
790 $a 0009
791 $a M.A.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1414231