ethanporcaro/eric-fulltext-meta huggingface dataset:
Art Integration as School Culture Change: A Cultural Ecosystem Approach to Faculty Development
Author: Charland, William
Date: 2011-08-01
Type: Journal Articles
Subjects: Urban Schools,Visual Arts,School Culture,Persistence,Ecology,Faculty Development,Interdisciplinary Approach,Educational Environment,Art Education,Barriers,Cultural Influences,Program Effectiveness,Elementary School Teachers

While much has been written about arts integration theory, and the various benefits of visual art in the curriculum, the literature is sparse regarding arts integration implementation, and the personal, professional, and school culture barriers to the persistence and dissemination of such interventions. Successful educational interventions are purposefully designed, taking into consideration the culture of the stakeholders, a school's or district's larger contextual factors, and the sequence and timing of program phases. Bronfenbrenner's theory of cultural ecology is employed as a framework to examine the steps involved in the introduction, instantiation, and persistence of an art integration program in an urban school system. (Contains 2 figures and 2 tables.)
An Investigation of Early Childhood Teacher Self-Efficacy Beliefs in the Teaching of Arts Education
Author: Garvis, Susanne
Date: 2011-08-01
Type: Journal Articles
Subjects: Visual Arts,Early Childhood Education,Self Efficacy,Young Children,Teacher Effectiveness,Teaching Skills,Art Education,Foreign Countries,Teacher Competencies,Dance Education,Drama,Media Literacy,Music Education,Mathematics Instruction,English (Second Language),Second Language Instruction

The self-efficacy beliefs teachers hold about their ability to teach subjects shapes their competence in teaching. Teacher self-efficacy is defined as teacher beliefs in their ability to perform a teaching task. If teachers have strong teacher self-efficacy in the teaching of arts education, they are more likely to incorporate arts in the classroom. Alternatively, if teachers have weak teacher self-efficacy in the teaching of arts education they are less likely to include aspects of the arts in their curriculum. Little is known about teacher self-efficacy beliefs towards arts education in early childhood education. Since arts education is an important element in the curriculum of any classroom--including all early childhood classrooms--investigation of the beliefs that shape teacher practice is desirable. In 2010, a survey was distributed using convenience sampling to early childhood teachers throughout Queensland. There were 21 respondents, representing a response rate of 27%. Each completed an adapted version of the Teachers' Sense of Efficacy Scale for Arts Education. Perceived competence towards each of the five arts strands (dance, drama, media, visual arts and music) were compared to perceived competence in maths and English. The number of hours taught in each of the arts strands was also investigated. Findings suggest all of the respondent early childhood teachers had greater perceived competence for teaching maths and English compared to any of the arts strands. Some early childhood teachers did not engage with some of the arts strands (particularly drama, dance, media) in their daily classrooms. These findings provide glimpses of the current day-to-day running of early childhood classrooms and the role of arts education in the current climate of policy reform and accountability. (Contains 1 figure and 2 tables.)
Meeting Face to Face = Seeing Eye to Eye?: Interglobal Dialogue via Videoconference
Author: Kan, Koon Hwee
Date: 2011-08-04
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Videoconferencing,Computer Mediated Communication,Synchronous Communication,Global Education,Art Education,Delivery Systems,Instructional Development,Curriculum Development,Educational Strategies,Course Descriptions,Transcripts (Written Records),Content Analysis,Discourse Analysis,Educational Planning,Cultural Differences,Video Technology

Based on a series of videoconferences held between two universities, one located in China and another in the United States, this pilot curriculum study illustrates how successful interglobal communication via synchronized educational technology requires detailed planning and the use of a substantial number of pedagogical strategies. Achieving the goals of broadening participants' international experience and promoting intercultural understanding of the discussion topics requires the instructor's appreciation of the cultural identification process at the global level. The author shares and discusses personal experiences and challenges with organizing this kind of collaboration between two higher education institutions across national borders, and provides initial implementation and instructional guidelines. (Contains 5 figures.)
Entrepreneurial Strategies for Advancing Arts-Based Public Engagement as a Form of University-Sanctioned Professional Activity in the New Creative Economy
Author: Delacruz, Elizabeth Manley
Date: 2011-04-22
Type: Journal Articles
Subjects: College Faculty,Communities of Practice,Art Education,Higher Education,Citizen Participation,Entrepreneurship,Community Development

Written in the first person and drawing from an autoethnographic methodological framework, this essay shares aspirations, experiences, and reflections on a faculty member's professional work in a large U.S. public research-oriented university, focusing specifically on her attempts to reconcile her service-oriented civic engagement work with her university's priorities and workplace conditions. The author positions her work within a larger community of practice in art education higher education, a community dedicated to embracing cultural diversity and social justice, and whose work now takes place in multiple sites, including but not limited to schools and universities. The author establishes linkages between contemporary art education values and aims, and recently popular writings about the creative class, the new creative economy, and the contributions of cultural creatives to community development. These connections help the author establish a personal philosophical foundation for her current work and to explore an entrepreneurial framework-both as a means of facilitating her own public engagement projects and for advancing public engagement as a legitimate form of university faculty work. The essay is written as a reflective narrative about lessons learned in pursuit of these aims. Through utilization of short stories (or vignettes) of some of the author's public-engagement-oriented work, she identifies entrepreneurial strategies that have facilitated this work along with problems encountered, uncertainties, and failures. The essay concludes with an optimistic but untested proposition that university faculty members may make a difference in the world not only through their service-oriented civic endeavors, but also in their ability to help shape and improve university institutional conditions that make this work possible. As the author concludes, being connected to a community of practice beyond ones current place of employment is central to these goals. (Contains 38 endnotes.)
A Museum in a Book: Teaching Culture through Decolonizing, Arts-Based Methodologies
Author: Chappell, Sharon Verner
Date: 2011-02-12
Type: Journal Articles
Subjects: Indigenous Populations,Culture,Museums,Nonfiction,Books,Art Products,Historiography,Cataloging

This paper explores the positivist, museum-based, and touristic constructions of indigenous cultures in the Americas, as represented in the DK "Eyewitness" series, and then overturns these constructions using an artist book created by the authors. In our analysis of the nonfiction series, we identified three trajectories: cataloguing, consignment to the past, and pleasurable display. Using techniques borrowed from "new historiography" and the decolonizing methodologies of Linda Tuhiwai Smith (1999), we suggest ways in which adults and young people might "speak back" to these positivist paradigms.
How Might Aesthetic Knowing Relate to Leadership? A Review of the Literature
Author: Katz-Buonincontro, Jennifer
Date: 2011-06-30
Type: Information Analyses
Subjects: Aesthetics,Instructional Leadership,Intuition,Decision Making,Skills,Empathy,Leadership Qualities

Aesthetic knowing may be valuable to educational leadership practice because it links feeling and intuition to procedural information to inform decision-making. Within the large and diverse field of aesthetics, some models apply aesthetic knowing to leadership practice. Scholarly interest in this area emerged in the late 1980's, and various conceptualizations of aesthetic leadership abound in the literature. Therefore, the purpose of this article is to review and clarify the relationship between aesthetic knowing and leadership skills. In effort to answer the question, "How do scholars relate aesthetic ways of knowing to leadership?" 23 literature sources from 1986-2010 were reviewed. As a result, four categories of aesthetic leadership qualities emerged: emotional awareness and empathy; sensory and somatic attentiveness; interest in organizational beauty; and the promotion of moral purpose. (Contains 1 figure and 1 table.)
On becoming "Wide-Awake": Artful Re-Search and Co-Creative Process as Teacher Development
Author: Mantas, Kathy
Date: 2011-06-30
Type: Journal Articles
Subjects: Art Products,Cooperation,Research,Creative Activities,Teachers,Faculty Development,Teacher Characteristics,Professional Identity

In this essay we reference a co-creative art installation entitled Box-ing In/Out (Di Rezze & Mantas, 2006; Mantas, 2004). Through this collaborative project we describe how artful re-search and the co-creative process can help teachers access and reframe tacit understandings of teaching and learning. We argue that the personal meaning making, which results from such a re-search process can be understood as embodied learning. We propose that when teachers identify, reclaim and continually reframe their subjective understandings of teaching as social practice, they can embody a more response-able (Di Rezze, 2000; Surrey, 1991) disposition toward students; that is, be able to respond to them more thoughtfully, mindfully and with care. As agents in their own learning, teachers can then begin to create more nurturing teaching and learning spaces for both self and the students entrusted to them. (Contains 4 images.)
Social Influences on the Creative Process: An Examination of Children's Creativity and Learning in Dance
Author: Giguere, Miriam
Date: 2011-06-30
Type: Journal Articles
Subjects: Creativity,Peer Groups,Interaction,Social Influences,Grade 5,Classroom Environment,Dance Education,Elementary School Students,Cognitive Processes,Productivity,Peer Relationship,Interpersonal Communication,Group Activities

The purpose of this paper is to look at the influences of social interaction and learning environment on children's creativity in dance. Data from two separate studies are examined in which a total of thirty-seven fifth grade students created nine dances. This examination aims to (1) identify crucial elements of the classroom environment, which aided the students' productivity and cognitive activity; and (2) look at how working as a peer group affected the participants' creative process. (Contains 1 chart.)
Adolescents' Affective Engagement with Theatre: Surveying Middle School Students' Attitudes, Values, and Beliefs
Author: Omasta, Matt
Date: 2011-06-30
Type: Journal Articles
Subjects: Middle School Students,Theater Arts,Student Attitudes,Audiences,Student Surveys,Learner Engagement,Values,Case Studies,Ethics,Attitude Change,Cognitive Processes,Neurology,Surveys,Focus Groups

This essay explores how viewing a single Theatre for Young Audiences production might affect the attitudes, values, and/or beliefs of adolescent spectators. Data is drawn from a mixed-methods case study performed with middle school students who viewed a professional performance for young people, and is considered through the lens of cognitive studies in light of advances in research considering the human mirror neuron system. Data suggest it is highly probable that under certain circumstances viewing a single Theatre for Young Audiences production can influence the values of adolescent spectators. The essay concludes by exploring the ethical ramifications of these findings. (Contains 3 figures and 8 footnotes.)
Towards the Use of the "Great Wheel" as a Model in Determining the Quality and Merit of Arts-Based Projects (Research and Instruction)
Author: Norris, Joe
Date: 2011-06-30
Type: Journal Articles
Subjects: Holistic Approach,Postmodernism,Epistemology,Evaluation,Art,Instruction,Research,Creativity,Politics,Poetry,Drama,Theater Arts,Childrens Art

Building upon a First Nations circle metaphor this paper explores how employing the interrelated concepts of pedagogy, poiesis, politics, and public positioning can provide a more holistic approach in designing and assessing arts-based projects be they for instructional and/or research purposes. It takes a "postmodern" stance (Giroux, 1991), integrating Western and First Nations epistemologies to provide an organic framework that articulates how these and other concepts interrelate, providing a more inclusive model of assessment. First, it outlines a conceptual framework that follows Paula Underwood's (2000) suggestion to use a "traditional medicine wheel for enabling learning and for gathering wisdom." It then utilizes the constructed model to examine a few arts-based cases, indicating how each project will have its own particular emphasis within the various quadrants with unique characteristics. (Contains 1 footnote.)
&quot;There Is Nothing Else to Do but Make Films&quot;: Urban Youth Participation at a Film and Television School
Author: Lin, Ching-Chiu
Date: 2011-06-30
Type: Journal Articles
Subjects: Art Education,Films,Rural Environment,Art Teachers,Television,Urban Youth,Student Attitudes,Foreign Countries,Decision Making,Adolescents,Young Adults,Interpersonal Relationship,Mentors,Community Programs

Our three-year inquiry at the Gulf Islands Film and Television School (GIFTS), a community-based media arts educational center, presents a practical model illustrating how urban youth explore their own strengths and connect themselves to a learning space in a rural environment within the context of filmmaking. It also offers pedagogical insights for art education by envisioning possibilities for learning spaces that are relevant to both out-of and in-school arts programs. We first present an overview of GIFTS in conjunction with participants' reflections, then provide discussion addressing implications for art teachers and art educators which explores the role of space in relation to the media arts practice for urban youth. (Contains 1 footnote.)
Performing an Archive of Resistance: Challenging Normative Life Narratives through Literary Reading and Memoir Writing Research
Author: Robson, Claire
Date: 2011-06-30
Type: Journal Articles
Subjects: Group Membership,Urban Areas,Sexual Orientation,Homosexuality,Rural Areas,Identification (Psychology),Fiction,Context Effect,Writing Research,Research Methodology,Reader Text Relationship,Literature,Anthropology,Perspective Taking

This research explores the ways in which normative structures organize experiences and representations of identities. It reports on two groups, one in which the members identified as rural and heterosexual and the other as urban and lesbian. Both participated in literary reading and response practices organized by a literary anthropological research methodology (Iser, 1993; Luce-Kapler, 2004). Informed by research in literary theory and consciousness studies, the paper suggests that fictional identifications influence the development of human consciousness and the narration of stories, and that "close reading" (Gallop, 2000) and effortful practice (Davis, Sumara, & Luce-Kapler, 2008) help us to reconsider "normative" identity narratives through identifications with literary characters and through writing practices that require us to shift our perspectives.
Researcher and Teacher-Participant Found Poetry: Collaboration in Poetic Transcription
Author: Burdick, Melanie
Date: 2011-06-30
Type: Journal Articles
Subjects: Action Research,Researchers,Poetry,Cooperation,Qualitative Research,Interviews,Data Analysis,Teachers,Figurative Language

Different ways of writing and seeing can jointly provide a more multidimensional discussion of inquiry in education. This paper, which reports on findings of a qualitative study focused on action research with practicing teachers, describes and analyzes the ways poetic transcription of interview texts by both researcher and participant can provide a more collaborative analysis of interview data, resulting in a multifaceted reflection of teacher practice. Two teacher-participants, after being interviewed, created found poetry from their individual interview transcripts. The researcher did the same. Each set of found poems were then compared and synthesized to better distill metaphor, theme and narrative positioning from the original interview data.
Beginner Pre-Service Special Education Teachers' Learning Experience during Practicum
Author: Nonis, Karen P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Practicums,Likert Scales,Foreign Countries,Special Education Teachers,Learning Experience,Preservice Teacher Education,Student Teacher Attitudes,Special Schools,Student Surveys,Participant Satisfaction,Performance Factors,Practicum Supervision,Program Effectiveness

In Singapore, training for pre-service special education (PSSE) teachers is supported by a ten-week special education teaching (SET) practicum process in special school setting. In the first four weeks of SET practicum PSSE teachers are familiarized with their pupils, class routines, school culture and administrative processes within the school. The PSSE teachers were guided in lesson preparation and delivery by way of written and face-to-face feedback. Following this "handholding", the PSSE teachers are observed by supervisors and cooperating teachers in the school and the University supervisors and they are graded for their overall performance of the SET practicum. This study focuses on the learning experiences of the PSSE teachers during the ten-week SET practicum in their respective special schools. The PSSE teachers completed a survey the week following completion of their practicum experience in school. Thirty-three (Male = 3; Female = 30) PSSE teachers participated in the survey. The survey instrument used a 4-point Likert scale which included two sections: (a) Teachers' Response to the Practicum Experience their Learning Experience and (b) The process of the SET Practicum. The overall findings indicate that the PSSE teachers had positive experiences. Although the majority of PSSE teachers indicated that they enjoyed the SET practicum, their reasons varied. They felt that their supervisors both within the school and the University understood and the SET practice process and also conveyed the correct SET practicum process to them. The findings of this study are discussed in the light of recommended improvements to the SET practicum process for the PSSE teachers in special schools. (Contains 2 figures and 6 tables.)
The Direct and Indirect Effects of Environmental Factors on Nurturing Intellectual Giftedness
Author: Al-Shabatat, Ahmad Mohammad
Date: 2011-00-00
Type: Journal Articles
Subjects: Intelligence,Test Items,Academically Gifted,Artificial Languages,Pattern Recognition,Foreign Countries,Environmental Influences,Problem Solving,Logical Thinking,Thinking Skills,Questionnaires,College Students

Many people believe that environmental factors promote giftedness and invest in many programs to adopt gifted students providing them with challenging activities. Intellectual giftedness is founded on fluid intelligence and extends to more specific abilities through the growth and inputs from the environment. Acknowledging the roles played by the environment in the development of giftedness leads to an effective nurturing of gifted individuals. Further, giftedness requires a context that enables it to develop. However, no study has investigated the direct and indirect effects of environment and fluid intelligence on intellectual giftedness. Thus, this study investigated the contribution of environment factors to giftedness development by conducting tests of fluid intelligence using CCFT and analytical abilities using culture reduced test items covering problem solving, pattern recognition, audio-logic, audio-matrices, and artificial language, and self report questionnaire for the environmental factors. A number of 180 high-scoring students were selected using CCFT from a leading university in Malaysia. Structural equation modelling was employed using Amos V.16 to determine the direct and indirect effects of environment factors (family, peers, teachers, school, society, and resources) on the intellectual giftedness. The findings showed that the hypothesized model fitted the data, supporting the model postulates and showed significant and strong direct and indirect effects of the environment and fluid intelligence on the intellectual giftedness. (Contains 6 tables and 2 figures.)
Teaching to Diversity: Creating Compassionate Learning Communities for Diverse Elementary School Students
Author: Katz, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Control Groups,Elementary School Students,Intervention,Content Analysis,Classroom Environment,Emotional Development,Special Education,Grade 4,Grade 5,Grade 6,Grade 7,Investigations,Statistical Analysis,Data Analysis,Foreign Countries,Student Diversity

Emotional and behavioral outcomes of the Respecting Diversity (RD) program, a social and emotional learning (SEL) intervention to develop self-awareness, self-respect and respect for diverse others, were investigated with 218 students in Grades four to seven and their teachers. Intervention and control groups were assessed pre and post intervention for level of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences with the RD program. Data were analyzed using thematic content analysis procedures and repeated measures MANCOVAs. The intervention significantly increased students' self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms according to both teachers and students, and, similarly, decreased in control classrooms. (Contains 1 table.)
Creating Success for Students with Learning Disabilities in Postsecondary Foreign Language Courses
Author: Skinner, Michael E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Problems,Second Languages,Learning Disabilities,Teaching Methods,Barriers,Statistics,Second Language Learning,Student Needs,Visual Stimuli,Academic Achievement

The number of students with learning disabilities (LD) attending postsecondary institutions has increased steadily over the past two decades. Many of these students have language-based learning difficulties that create barriers to success in foreign language (FL) courses. Many institutions have responded by providing these students with exemptions or alternative courses. Although exemptions and alternatives are needed by some students with severe language difficulties, the literature is increasingly indicating that many of these students can successfully complete FL curricula. This is especially true when accommodations and specialized teaching methodologies are implemented in sections of FL courses designed specifically to meet the needs of students with LD. The purpose of this article is to describe FL course accommodations supported by existing literature and field-based experiences. The article also highlights the benefits of successful FL experiences for student with LD. (Contains 2 tables and 2 figures.)