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Classroom teachers' beliefs about cu...

Filani, Tolulope O.

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Classroom teachers' beliefs about curriculum paradigms in art education (Nigeria).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Classroom teachers' beliefs about curriculum paradigms in art education (Nigeria)./
作者:	Filani, Tolulope O.
面頁冊數:	221 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4319.
Contained By:	Dissertation Abstracts International64-12A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3115544

Classroom teachers' beliefs about curriculum paradigms in art education (Nigeria).
Filani, Tolulope O.

Classroom teachers' beliefs about curriculum paradigms in art education (Nigeria). - 221 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4319.

Thesis (Ph.D.)--University of Missouri - Columbia, 2003.

This is a descriptive study designed primarily to provide a comprehensive account of elementary classroom teachers' beliefs about three art education paradigms in Lagos State, Nigeria. These paradigms are, child-centered, discipline based art education-centered (DBAE) and the Nigerian styled cultural arts education curriculum. The study is driven by a practical need, which is to improve art education in Nigeria.Subjects--Topical Terms:

1018432
Education, Art.

Classroom teachers' beliefs about curriculum paradigms in art education (Nigeria).
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245 1 0 $a Classroom teachers' beliefs about curriculum paradigms in art education (Nigeria).
300 $a 221 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4319.
500 $a Supervisor: Larry Kantner.
502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 2003.
520 $a This is a descriptive study designed primarily to provide a comprehensive account of elementary classroom teachers' beliefs about three art education paradigms in Lagos State, Nigeria. These paradigms are, child-centered, discipline based art education-centered (DBAE) and the Nigerian styled cultural arts education curriculum. The study is driven by a practical need, which is to improve art education in Nigeria.
520 $a The main research question addressed in this study is: What are the implications of Lagos state classroom teachers' beliefs about three paradigms in art education—(child-centered, discipline-based art education-centered, and cultural arts education-centered) for the development and implementation of a comprehensive art education curriculum? The main research question is served by three sub-questions: (a) Do elementary classroom teachers in Lagos state believe that curriculum considerations in art education should be based solely on one of the following: art as a tool to foster creative and artistic development in children; an avenue to advance art as an academic discipline; and art as a means to promote cultural awareness in the larger society? (b) How knowledgeable are Lagos state classroom teachers about the current Nigerian cultural arts education curriculum? (c) What other art education concepts and ideas different from the three paradigms in this study do Lagos state classroom teachers believe should be emphasized in a Nigerian art education curriculum?
520 $a A survey was designed and mailed to 1,080, randomly selected classroom teachers who at the time of the study were largely responsible for teaching elementary visual arts in Lagos state, Nigeria. The questionnaire used a five-point Likert scale and a two-point scale as measurement tools. The survey was used to obtain: (a) classroom teachers' beliefs about three popular curriculum and instructional paradigms in art education for a comprehensive art education curriculum; (b) classroom teachers' levels of understanding for the nationally prescribed cultural arts education curriculum and the scope of its application in the classrooms; (c) curriculum and instructional concepts held by classroom teachers different from those stipulated in the national cultural arts curriculum. Categories on the questionnaire consisted of: (a) thirty-nine educational belief inventories about the three paradigms; (b) ten belief statements about Nigerian cultural arts education curriculum standards; (c) one open-ended question concerning other art education ideas and concepts held by the teachers; and (d) seven demographic inventory statements.
520 $a Based on the major findings of this study, some conclusions are drawn. In addition, some solutions to some identified problems are suggested.
590 $a School code: 0133.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Elementary. $3 516171
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690 $a 0727
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710 2 0 $a University of Missouri - Columbia. $3 1017522
773 0 $t Dissertation Abstracts International $g 64-12A.
790 1 0 $a Kantner, Larry, $e advisor
790 $a 0133
791 $a Ph.D.
792 $a 2003
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