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Visual arts teachers' perceptions of...

Fitzsimmons, Debra Carol.

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Visual arts teachers' perceptions of electronically formatted portfolios.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Visual arts teachers' perceptions of electronically formatted portfolios./
Author:	Fitzsimmons, Debra Carol.
Description:	471 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2748.
Contained By:	Dissertation Abstracts International64-08A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3102749

Visual arts teachers' perceptions of electronically formatted portfolios.
Fitzsimmons, Debra Carol.

Visual arts teachers' perceptions of electronically formatted portfolios. - 471 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2748.

Thesis (Ed.D.)--Northern Illinois University, 2003.

Space limitations and manageability issues concerning artwork can limit educators' ability to use traditional art portfolios with their students. New technology provides art educators with the ability to digitally document student art learning with electronic portfolios. The purpose of this study was to discover why and how teachers might apply this new ability.Subjects--Topical Terms:

1018432
Education, Art.

Visual arts teachers' perceptions of electronically formatted portfolios.
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035 $a (UnM)AAI3102749
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100 1 $a Fitzsimmons, Debra Carol. $3 1946861
245 1 0 $a Visual arts teachers' perceptions of electronically formatted portfolios.
300 $a 471 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2748.
500 $a Directors: Nina Dorsch; S. Madeja.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2003.
520 $a Space limitations and manageability issues concerning artwork can limit educators' ability to use traditional art portfolios with their students. New technology provides art educators with the ability to digitally document student art learning with electronic portfolios. The purpose of this study was to discover why and how teachers might apply this new ability.
520 $a This study followed ten visual arts teachers from five Illinois public school districts as they piloted electronic portfolios with over six hundred 5th grade through 12th grade level students. Participants in this study were a self-selected sub-group of the 22-member purposive population for 2000--2001 Development, Research, and Training in K--12 Visual Arts Assessment Program conducted through a consortium of Northern Illinois University, Florida State University and Purdue University, and supported, in part, through a grant from the National Endowment for the Arts.
520 $a A qualitative, multiple case study was employed. A constant comparative methodology was used to analyze study data. A literature review based on the emergent categories situates each category within the greater context of educational theory and practice. The study's four guiding questions revealed the following: (1) participants represented a variety in grade levels and courses taught, student loads, class sizes and course time frames. Factors that influenced participants' initial motivation to incorporate electronic portfolios included professional development, expectations for the electronic portfolio and the perception of district support. Factors that contributed to participants' continuing motivation included school culture, facilities, and technical support; (2) participants reported user-friendliness and feasibility influenced their decisions in determining the structure of the portfolio. Participants reported multiple strategies for visual data management and discussed archiving of the electronic portfolio. Findings in the area of instructional strategies included the categories of initiation times, introductory methods, daily instructional methods, instructional materials, responses to technical difficulties, and curricular issues; (3) participants' perceptions on the determination of portfolio content included students' role in content selection, changing views on the value of reflections, focusing the portfolio through product or process, and electronic media augmentations. Participants discussed how they defined and communicated expectations, holistic and analytic approaches and assessment methods of Connoisseurship and Rubrics; and (4) participants' perspectives of the effects of electronic portfolio included its effects in general usage, student learning and student engagement.
520 $a This study provides a holistic, comprehensive examination of electronic portfolio incorporation in visual arts programs.
520 $a Implications for professional development, implementation of electronic portfolios, visual arts assessment and effects on visual arts programs, student learning and student engagement are presented.
590 $a School code: 0162.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Tests and Measurements. $3 1017589
690 $a 0273
690 $a 0710
690 $a 0288
710 2 0 $a Northern Illinois University. $3 1022895
773 0 $t Dissertation Abstracts International $g 64-08A.
790 1 0 $a Dorsch, Nina, $e advisor
790 1 0 $a Madeja, S., $e advisor
790 $a 0162
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3102749