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

FindBook

Google Book

Amazon

博客來

Supporting the Teaching of Executive Functioning Skills Using Social Cognitive Theory in Arts Classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Supporting the Teaching of Executive Functioning Skills Using Social Cognitive Theory in Arts Classrooms./
作者:	Adolt-SIlva, Kathleen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	177 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28318212
ISBN:	9798582526629

Supporting the Teaching of Executive Functioning Skills Using Social Cognitive Theory in Arts Classrooms.
Adolt-SIlva, Kathleen.

Supporting the Teaching of Executive Functioning Skills Using Social Cognitive Theory in Arts Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 177 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ed.D.)--Walden University, 2021.

This item must not be sold to any third party vendors.

Many arts educators in Pennsylvania public charter schools do not teach executive functioning (EF) skills to students with learning disabilities (LDs) and attention deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate how these art teachers describe their own EF instructional practices and what support they need to improve those practices. The conceptual framework that grounded this study was Bandura's social cognitive theory, which asserts that learning occurs in a social context with a reciprocal relationship between students, their teachers, and the environment. Research questions were used to explore art teachers' perceptions of teaching EF skills and what is needed to support EF skills instruction for students with LD or ADHD in the arts classroom. A basic qualitative research design was used to collect semistructured interview data from eight arts educators from Pennsylvanian arts-based public charter schools. Each participant held a bachelor's degree in arts education and taught at various grade levels, elementary through secondary. Data were analyzed using open and a priori coding as well as thematic analysis. Findings indicated that arts teachers wanted no additional special education training. Rather, they desired training in relational methods to merge academic pedagogy with individually motivated artistic pedagogy to teach EF skills within the arts classroom. Guided by the findings, a 3-day practice-based professional development program was created. This study contributes to positive social change by improving arts educators' instructional practice. This may result in improved student EF skills and increased access to learning for students with LD and ADHD in arts classrooms as a part of their well-rounded education.

ISBN: 9798582526629Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Attention Deficit Hyperactivity Disorder

Supporting the Teaching of Executive Functioning Skills Using Social Cognitive Theory in Arts Classrooms.
LDR:02996nmm a2200361 4500 001 2344398
005 20220523132447.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798582526629
035 $a (MiAaPQ)AAI28318212
035 $a AAI28318212
040 $a MiAaPQ $c MiAaPQ
100 1 $a Adolt-SIlva, Kathleen. $3 3683171
245 1 0 $a Supporting the Teaching of Executive Functioning Skills Using Social Cognitive Theory in Arts Classrooms.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 177 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
500 $a Advisor: Shoemaker, Judy.
502 $a Thesis (Ed.D.)--Walden University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Many arts educators in Pennsylvania public charter schools do not teach executive functioning (EF) skills to students with learning disabilities (LDs) and attention deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate how these art teachers describe their own EF instructional practices and what support they need to improve those practices. The conceptual framework that grounded this study was Bandura's social cognitive theory, which asserts that learning occurs in a social context with a reciprocal relationship between students, their teachers, and the environment. Research questions were used to explore art teachers' perceptions of teaching EF skills and what is needed to support EF skills instruction for students with LD or ADHD in the arts classroom. A basic qualitative research design was used to collect semistructured interview data from eight arts educators from Pennsylvanian arts-based public charter schools. Each participant held a bachelor's degree in arts education and taught at various grade levels, elementary through secondary. Data were analyzed using open and a priori coding as well as thematic analysis. Findings indicated that arts teachers wanted no additional special education training. Rather, they desired training in relational methods to merge academic pedagogy with individually motivated artistic pedagogy to teach EF skills within the arts classroom. Guided by the findings, a 3-day practice-based professional development program was created. This study contributes to positive social change by improving arts educators' instructional practice. This may result in improved student EF skills and increased access to learning for students with LD and ADHD in arts classrooms as a part of their well-rounded education.
590 $a School code: 0543.
650 4 $a Special education. $3 516693
650 4 $a Art education. $3 547650
653 $a Attention Deficit Hyperactivity Disorder
653 $a Arts classrooms
653 $a Executive Functioning
653 $a Learning Disabilities
653 $a Social cognitive theory
690 $a 0529
690 $a 0273
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 82-09A.
790 $a 0543
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28318212