東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Understanding How Perceptions of Ide...

Black, Rebecka A.

FindBook

Google Book

Amazon

博客來

Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses./
作者:	Black, Rebecka A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	579 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10810084
ISBN:	9780355884418

Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses.
Black, Rebecka A.

Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 579 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2018.

In this qualitative study, I explore how perceptions of student and teacher identity, acting within classroom power dynamics, influence student engagement and pedagogy in undergraduate art history survey courses. Student engagement in undergraduate art history survey courses has been a concern of art historians for decades (Gioffre, 2012; Phelan et al., 2005; Rubin, 2011) and remains so. However, few art historians have explored how identity and power dynamics in the art history classroom influence student engagement and pedagogy. Umbach and Wawrzynski (2005) note that faculty attitudes influence what and how they teach content as well as how learners engage with content. And these same factors influence how students engage. Despite ample scholarship of educator identity and pedagogy among studio art teachers and students (Buffington et al., 2016; Check, 2002; Kraehe, 2015) there is limited scholarship regarding educator identity of art history instructors and students in undergraduate art history survey courses. Through multiple interviews and observations of three instructors, including myself, and nine students in undergraduate art history survey courses at a public university in southeastern Texas, in this study that spans 13 weeks I explore the perceptions of students and instructors regarding self, each other, course content, teaching style, and expectations of one another to understand how identity and power influence pedagogy and student engagement. I explored these perceptions through the theoretical Foucault's (1995) concepts of power, Deleuzoguattarian (1987) concepts of educator identity and Butler's (2004) discussion of citational practice. The results of this study may offer insight as to how we address perceptions of declining student engagement in undergraduate art history courses (Phelan et al., 2005; Rubin, 2011).

ISBN: 9780355884418Subjects--Topical Terms:

547650
Art education.

Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses.
LDR:02915nmm a2200313 4500 001 2159099
005 20180618095130.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355884418
035 $a (MiAaPQ)AAI10810084
035 $a (MiAaPQ)arizona:16224
035 $a AAI10810084
040 $a MiAaPQ $c MiAaPQ
100 1 $a Black, Rebecka A. $3 3346959
245 1 0 $a Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 579 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Lisa Hochtritt.
502 $a Thesis (Ph.D.)--The University of Arizona, 2018.
520 $a In this qualitative study, I explore how perceptions of student and teacher identity, acting within classroom power dynamics, influence student engagement and pedagogy in undergraduate art history survey courses. Student engagement in undergraduate art history survey courses has been a concern of art historians for decades (Gioffre, 2012; Phelan et al., 2005; Rubin, 2011) and remains so. However, few art historians have explored how identity and power dynamics in the art history classroom influence student engagement and pedagogy. Umbach and Wawrzynski (2005) note that faculty attitudes influence what and how they teach content as well as how learners engage with content. And these same factors influence how students engage. Despite ample scholarship of educator identity and pedagogy among studio art teachers and students (Buffington et al., 2016; Check, 2002; Kraehe, 2015) there is limited scholarship regarding educator identity of art history instructors and students in undergraduate art history survey courses. Through multiple interviews and observations of three instructors, including myself, and nine students in undergraduate art history survey courses at a public university in southeastern Texas, in this study that spans 13 weeks I explore the perceptions of students and instructors regarding self, each other, course content, teaching style, and expectations of one another to understand how identity and power influence pedagogy and student engagement. I explored these perceptions through the theoretical Foucault's (1995) concepts of power, Deleuzoguattarian (1987) concepts of educator identity and Butler's (2004) discussion of citational practice. The results of this study may offer insight as to how we address perceptions of declining student engagement in undergraduate art history courses (Phelan et al., 2005; Rubin, 2011).
590 $a School code: 0009.
650 4 $a Art education. $3 547650
650 4 $a Art history. $3 2122701
650 4 $a Higher education. $3 641065
690 $a 0273
690 $a 0377
690 $a 0745
710 2 $a The University of Arizona. $b Art. $3 3183479
773 0 $t Dissertation Abstracts International $g 79-09A(E).
790 $a 0009
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10810084