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Integrating art and science: A case...

Smar, Benedict J.

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Integrating art and science: A case study of middle school reform.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Integrating art and science: A case study of middle school reform./
作者:	Smar, Benedict J.
面頁冊數:	251 p.
附註:	Adviser: Edith A. Rusch.
Contained By:	Dissertation Abstracts International61-06A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9978728
ISBN:	0599846038

Integrating art and science: A case study of middle school reform.
Smar, Benedict J.

Integrating art and science: A case study of middle school reform. - 251 p.

Adviser: Edith A. Rusch.

Thesis (Ph.D.)--The University of Toledo, 2000.

Schools are under tremendous pressure to change and improve. Among the many strategies advocated to improve learning is that of curriculum integration. For arts advocates, that translates into an interest in integrating the arts into the curriculum.

ISBN: 0599846038Subjects--Topical Terms:

626645
Education, Administration.

Integrating art and science: A case study of middle school reform.
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520 $a Schools are under tremendous pressure to change and improve. Among the many strategies advocated to improve learning is that of curriculum integration. For arts advocates, that translates into an interest in integrating the arts into the curriculum.
520 $a While the arts have never been at the forefront of America's educational priorities, recent rhetoric, policy, and research suggested they are more a part of mainstream educational reform policy at this time. However, while current policy and the literature support a strong role for the arts in education, practice may be more influenced by the variety of complex, powerful issues faced by schools as organizations engaged in navigating the turbulent waters of change. The juxtaposition of these factors, along with limited empirical data about the practical considerations of arts integration in the context of change, created a need to know more about the practicalities of integrating the arts into the curriculum. The purpose of this study was to examine the practical considerations which surround integrating art and science at the middle school level.
520 $a A case study design was employed which used qualitative methods to gather data including interviews, informal conversations, direct observations, and the examination of artifacts. Data were analyzed using a theoretically grounded, Capacity Analysis Model developed through review of the literature.
520 $a The findings indicated that integrating the arts into the curriculum must be considered in light of the broader context of educational change. The school's capacity to deal with change is central to the integrative process. Building capacity on individual, cultural, structural, and environmental levels facilitated an emergent link between art and science. The process was interactive and complex.
520 $a The continuous interaction and synthesis of the four capacities manifested itself as the school's integrative capacity. It was concluded that building the capacity to address change, engaging in meaningful dialogue, collaborating in curriculum planning, developing common teaching practices and definitions, integrating the people, sharing ownership of curriculum, and active participation of the art teacher in the process are critical elements when considering the practical side of integrating the arts into the curriculum.
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