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Three middle school art educators' i...

Del Valle, Susan Theresa.

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Three middle school art educators' instructional strategies and behavioral preferences.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Three middle school art educators' instructional strategies and behavioral preferences./
作者:	Del Valle, Susan Theresa.
面頁冊數:	142 p.
附註:	Major Professor: Betty Jo Troeger.
Contained By:	Dissertation Abstracts International63-05A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3055754
ISBN:	0493704469

Three middle school art educators' instructional strategies and behavioral preferences.
Del Valle, Susan Theresa.

Three middle school art educators' instructional strategies and behavioral preferences. - 142 p.

Major Professor: Betty Jo Troeger.

Thesis (Ed.D.)--The Florida State University, 2002.

The major focus of this qualitative research investigation was the general instructional preferences of three middle school art educators in the school district of Hillsborough County Tampa, Florida. Also, this investigation determined the instructional preferences of these three art educators within the four disciplines of art education, which include art production, history, criticism and aesthetics.

ISBN: 0493704469Subjects--Topical Terms:

1018432
Education, Art.

Three middle school art educators' instructional strategies and behavioral preferences.
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100 1 $a Del Valle, Susan Theresa. $3 1253985
245 1 0 $a Three middle school art educators' instructional strategies and behavioral preferences.
300 $a 142 p.
500 $a Major Professor: Betty Jo Troeger.
500 $a Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1675.
502 $a Thesis (Ed.D.)--The Florida State University, 2002.
520 $a The major focus of this qualitative research investigation was the general instructional preferences of three middle school art educators in the school district of Hillsborough County Tampa, Florida. Also, this investigation determined the instructional preferences of these three art educators within the four disciplines of art education, which include art production, history, criticism and aesthetics.
520 $a The three following methodological phases were conducted: (1) selection of the participants and the orientation, (2) the observation and video taping of all instructional strategies and behaviors during a four day art lesson, (3) an interview and tape recording of all three middle school art educators after the completion of the pre-prepared art lesson.
520 $a Next, all data collected were analyzed utilizing emergent foci. Data analysis procedures sought common themes and patterns among all excerpts while categorizing these excerpts into key pedagogical concepts. The observational results determined the preferred instructional strategies and behaviors of art educators while teaching the four disciplines of art education. In addition, the follow up interviews and lesson plan analyses determined inside and outside classroom factors that were common among all three art educators and that influenced their instructional choices.
520 $a In summary, the most significant findings of this research study was these three art educators preference in utilizing individualized instruction even though individualized instruction would be deemed inappropriate when considering the classroom factors that either constrained or limited their instructional choices. Another significant finding was that 82.6% of all instructional incidents were spent teaching art production. This finding paralleled Auseon's (1996) study that student art educators' prepared lesson that focused mainly on art production. This comparison reveals a commonality between student art educators and these three middle school art educators. This commonality suggests that during the preparation of a lesson, art educators focus on art production long before entering the classroom, leaving little time to incorporate the three other discipline of art education, aesthetics, criticism and history.
520 $a Issues discussed in the following chapters reflect those leading issues that concerned the three middle school art educators that participated in this study. These issues included time constraints, student diversity, type of learner, and number of students. Also, information from the literature review is related, interpreted and discussed in accordance with the findings of this investigative study. Literature topics covered were ill-structured domains, lack of instruction in all four disciplines of art education, lack of mastery or expertise, over lapping or misunderstanding of subject content, shooting from the hip practices and lesson planning.
590 $a School code: 0071.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0273
690 $a 0727
710 2 0 $a The Florida State University. $3 1017727
773 0 $t Dissertation Abstracts International $g 63-05A.
790 $a 0071
790 1 0 $a Troeger, Betty Jo, $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3055754