東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Student teacher strategies for apply...

Kastello, Lisa L.

Linked to FindBook

Google Book

Amazon

博客來

Student teacher strategies for applying current theory in art education: Levels of resistance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student teacher strategies for applying current theory in art education: Levels of resistance./
Author:	Kastello, Lisa L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
Description:	244 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 2002.
Contained By:	Dissertation Abstracts International73-06A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3495012
ISBN:	9781267176141

Student teacher strategies for applying current theory in art education: Levels of resistance.
Kastello, Lisa L.

Student teacher strategies for applying current theory in art education: Levels of resistance. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 244 p.

Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 2002.

Thesis (Ed.D.)--Northern Illinois University, 2011.

This item is not available from ProQuest Dissertations & Theses.

Educational theory has had a significant impact on general education programs over the last 25 years, but a lesser impact on student teachers' practice. A common complaint about student teaching is the long standing problem of theory informing practice. To remedy this disconnect, educational researchers have established the importance of training teachers to implement current theory in the classroom. This study emerged from a broad concern for the quality of art teacher preparation and, in particular, the ability for student teachers to implement what they learned in their university art teacher education programs. Armed with this knowledge, the findings of this study examined the relationship between the new knowledge from the university art teacher education programs and the existing knowledge in the classrooms in which they student taught. The participants were from 12 different universities throughout the US that self identified as promoting newer theory. Since this study examined what student art teachers reported as the obstacles and opportunities that promoted or inhibited implementation of theory, it was conducted within a constructivist, phenomenological framework. Surveys were employed to frame the interest of the subjects and to inform the interview questions. Phenomenological research, in the form of interviewing, was also employed to understand the lived experiences of these student art teachers and the meaning they attach to those experiences. To triangulate the survey and interview data, documents linked to the websites of the 12 targeted university art teacher education programs were also reviewed.

ISBN: 9781267176141Subjects--Topical Terms:

547650
Art education.

Student teacher strategies for applying current theory in art education: Levels of resistance.
LDR:03272nmm a2200313 4500 001 2127984
005 20180105074628.5
008 180830s2011 ||||||||||||||||| ||eng d
020 $a 9781267176141
035 $a (MiAaPQ)AAI3495012
035 $a AAI3495012
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kastello, Lisa L. $3 3290153
245 1 0 $a Student teacher strategies for applying current theory in art education: Levels of resistance.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2011
300 $a 244 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 2002.
500 $a Adviser: Kerry Freedman.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2011.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Educational theory has had a significant impact on general education programs over the last 25 years, but a lesser impact on student teachers' practice. A common complaint about student teaching is the long standing problem of theory informing practice. To remedy this disconnect, educational researchers have established the importance of training teachers to implement current theory in the classroom. This study emerged from a broad concern for the quality of art teacher preparation and, in particular, the ability for student teachers to implement what they learned in their university art teacher education programs. Armed with this knowledge, the findings of this study examined the relationship between the new knowledge from the university art teacher education programs and the existing knowledge in the classrooms in which they student taught. The participants were from 12 different universities throughout the US that self identified as promoting newer theory. Since this study examined what student art teachers reported as the obstacles and opportunities that promoted or inhibited implementation of theory, it was conducted within a constructivist, phenomenological framework. Surveys were employed to frame the interest of the subjects and to inform the interview questions. Phenomenological research, in the form of interviewing, was also employed to understand the lived experiences of these student art teachers and the meaning they attach to those experiences. To triangulate the survey and interview data, documents linked to the websites of the 12 targeted university art teacher education programs were also reviewed.
520 $a The participants attributed their ability to overcome the initial concerns about classroom management to focus on the individual student and to how visual culture is integral to engaging students in the learning process and in their construction of new knowledge, components they reported learning in their university art teacher education programs. These student teachers were able to employ levels of resistance as strategies to oppose the dominant ideology of prescribed behavior and transform curriculum/school practices, bringing about reform through the implementation of current theory.
590 $a School code: 0162.
650 4 $a Art education. $3 547650
650 4 $a Teacher education. $3 3172312
690 $a 0273
690 $a 0530
710 2 $a Northern Illinois University. $b Leadership, Educational Psychology and Foundations. $3 1678073
773 0 $t Dissertation Abstracts International $g 73-06A.
790 $a 0162
791 $a Ed.D.
792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3495012