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Generalist elementary school teacher...

Miryekta, Eileen Helen.

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Generalist elementary school teachers as art educators: A case study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Generalist elementary school teachers as art educators: A case study./
作者:	Miryekta, Eileen Helen.
面頁冊數:	221 p.
附註:	Adviser: Elisabeth S. Hartung.
Contained By:	Masters Abstracts International39-03.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1402766
ISBN:	049306933X

Generalist elementary school teachers as art educators: A case study.
Miryekta, Eileen Helen.

Generalist elementary school teachers as art educators: A case study. - 221 p.

Adviser: Elisabeth S. Hartung.

Thesis (M.A.)--California State University, Long Beach, 2000.

The purpose of this thesis was to develop a better understanding of how Generalist Elementary School Teachers (GEST) are prepared, supported, and motivated to teach art in relationship to national, state, and local standards. The subjects were forty-seven elementary teachers at one school site. The methodology employed surveys, observations, and interviews. The study encompassed the scope of influences including artistic preferences, backgrounds, experiences, attitudes, art activities, goals, perceived benefits, needs, and support systems. The findings ascertained that these subjects had limited art backgrounds, which influenced their approaches. They independently planned very structured lessons using simplistic format or photocopy cut-and-paste activities without regard to state or local standards, in order to relieve stress, have fun, or support academics. The lower grade levels had more art activities than the upper grades. The subjects had positive attitudes, but confirmed a need for more support with funding, texts, curriculum, or specialists.

ISBN: 049306933XSubjects--Topical Terms:

1018432
Education, Art.

Generalist elementary school teachers as art educators: A case study.
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502 $a Thesis (M.A.)--California State University, Long Beach, 2000.
520 $a The purpose of this thesis was to develop a better understanding of how Generalist Elementary School Teachers (GEST) are prepared, supported, and motivated to teach art in relationship to national, state, and local standards. The subjects were forty-seven elementary teachers at one school site. The methodology employed surveys, observations, and interviews. The study encompassed the scope of influences including artistic preferences, backgrounds, experiences, attitudes, art activities, goals, perceived benefits, needs, and support systems. The findings ascertained that these subjects had limited art backgrounds, which influenced their approaches. They independently planned very structured lessons using simplistic format or photocopy cut-and-paste activities without regard to state or local standards, in order to relieve stress, have fun, or support academics. The lower grade levels had more art activities than the upper grades. The subjects had positive attitudes, but confirmed a need for more support with funding, texts, curriculum, or specialists.
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