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Art Education and Students with Emot...

Gross, Kelly.

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Art Education and Students with Emotional Disabilities: High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Art Education and Students with Emotional Disabilities: High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement./
作者:	Gross, Kelly.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	324 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690657
ISBN:	9780355628265

Art Education and Students with Emotional Disabilities: High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement.
Gross, Kelly.

Art Education and Students with Emotional Disabilities: High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 324 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Northern Illinois University, 2017.

The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with ED. The research examines arts learning, social skill interaction development, and general academic achievement. Previous research in the field of special education has focused almost exclusively on behavioral interventions from behaviorist or cognitive approaches for students with ED. Instead, this research focuses on the ability of students to build art skills and change behaviors through constructivist pedagogical approaches.

ISBN: 9780355628265Subjects--Topical Terms:

547650
Art education.

Art Education and Students with Emotional Disabilities: High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement.
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520 $a The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with ED. The research examines arts learning, social skill interaction development, and general academic achievement. Previous research in the field of special education has focused almost exclusively on behavioral interventions from behaviorist or cognitive approaches for students with ED. Instead, this research focuses on the ability of students to build art skills and change behaviors through constructivist pedagogical approaches.
520 $a These mixed-methods case studies were implemented over a period of two semesters with four students, four teachers, and two high schools. From the two data sites, seven sets of data were collected: observations, artwork, interviews with students and teachers, GPA, class rank, and graduation status. A mixed-methods case study allowed for investigation into both the individual experience and the larger group experience while addressing the lack of quantitative research on this population in relation to art education.
520 $a The findings from this study indicate that over time the students in visual arts developed fluency and skills in artmaking, which led to confidence in their work and better peer relationships. The artwork students produced illustrates how they observed, interpreted, and represented themselves through visual media. Data from this research suggest that exposure to art may help students envision other ways of being through learning about their peers and exposure to visual media. The findings from the transcript analysis correlate with the data regarding visual arts participation improving students' ways of seeing the world and their habits of mind, in that both sets of data indicate that sustained engagement in the arts provides the largest differences in ways of thinking and behaviors.
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