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Fine arts training and leadership sk...

Taverner Coleman, Rebecca.

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Fine arts training and leadership skill development.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Fine arts training and leadership skill development./
Author:	Taverner Coleman, Rebecca.
Description:	295 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.
Contained By:	Dissertation Abstracts International74-03A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3531335
ISBN:	9781267727206

Fine arts training and leadership skill development.
Taverner Coleman, Rebecca.

Fine arts training and leadership skill development. - 295 p.

Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.

Thesis (Ed.D.)--University of Phoenix, 2012.

Fine arts training supports academic achievement, school involvement, and the development of characteristics often associated with leadership ability. In response to current educational laws and accountability standards, schools have shifted resources away from fine arts programs to focus on supporting non-proficient students in meeting standardized testing goals. The purpose of the study was to explore the relationship between fine arts training and leadership skill development among university freshman students in the San Antonio, Texas, area using a researcher-developed open-ended survey and the Leadership Ability Evaluation by Cassel and Stancik (1995). The goal of the study was to contribute to an understanding of the role that fine arts training plays in the development of those characteristics associated with leadership and the implications the lack of fine arts training opportunities may have on the development of future leaders, particularly among low-socioeconomic and minority students. The quantitative results indicated that fine arts participation had a significant influence on leadership ability; the more years' experience a student had in fine arts training, the more developed his or her leadership skills. The null hypothesis was rejected based on a significance level of 0.05% through Spearman's rho calculations through SPSS evaluations. Qualitative results revealed four narrative themes: role of fine arts training, benefits of fine arts training, accessibility of fine arts, and experiences in fine arts. Narrative comments from participants revealed that participants believed fine arts training contributes to the development of leadership skills. The study also revealed that participants did not perceive that minority and low-socioeconomic student status impacts opportunities to develop leadership skills through fine arts training.

ISBN: 9781267727206Subjects--Topical Terms:

1035576
Education, Leadership.

Fine arts training and leadership skill development.
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020 $a 9781267727206
035 $a (MiAaPQ)AAI3531335
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100 1 $a Taverner Coleman, Rebecca. $3 2100394
245 1 0 $a Fine arts training and leadership skill development.
300 $a 295 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.
500 $a Adviser: Nancy Spitulnik.
502 $a Thesis (Ed.D.)--University of Phoenix, 2012.
520 $a Fine arts training supports academic achievement, school involvement, and the development of characteristics often associated with leadership ability. In response to current educational laws and accountability standards, schools have shifted resources away from fine arts programs to focus on supporting non-proficient students in meeting standardized testing goals. The purpose of the study was to explore the relationship between fine arts training and leadership skill development among university freshman students in the San Antonio, Texas, area using a researcher-developed open-ended survey and the Leadership Ability Evaluation by Cassel and Stancik (1995). The goal of the study was to contribute to an understanding of the role that fine arts training plays in the development of those characteristics associated with leadership and the implications the lack of fine arts training opportunities may have on the development of future leaders, particularly among low-socioeconomic and minority students. The quantitative results indicated that fine arts participation had a significant influence on leadership ability; the more years' experience a student had in fine arts training, the more developed his or her leadership skills. The null hypothesis was rejected based on a significance level of 0.05% through Spearman's rho calculations through SPSS evaluations. Qualitative results revealed four narrative themes: role of fine arts training, benefits of fine arts training, accessibility of fine arts, and experiences in fine arts. Narrative comments from participants revealed that participants believed fine arts training contributes to the development of leadership skills. The study also revealed that participants did not perceive that minority and low-socioeconomic student status impacts opportunities to develop leadership skills through fine arts training.
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773 0 $t Dissertation Abstracts International $g 74-03A(E).
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