Artful utility: Rethinking John Dewey's theories of experience, education, and inquiry in the context of contemporary visual arts education

McConkie, Judith E The University of Utah 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The visual arts curriculum known initially as Discipline-Based Art Education (DBAE) was formally introduced by the J. Paul Getty Trust's education institute in 1984. All DBAE-related programs separate visual arts information into four disciplines---aesthetics, criticism, art history, and studio---with elements of each required in art experiences at all K--12 levels. As a curricular model for visual arts education DBAE is unsatisfactory for three reasons: First, the four-categorical formula is based on structuralist models used in the domains of science curricula during the 1960s and 70s partly in response to education reforms of the same decades. In superimposing a highly structured model on an ill-structured domain in the context of a postmodern era, DBAE curriculum makes an overly rigid, false accommodation for the diverse localized needs and aesthetic standards of K--12 art curricula. Second, the expressed major purpose of DBAE curricula is mastery of a body of information prescribed in each of the four disciplines. Contemporary learning theory focuses on the utility of the visual arts as a means of interdisciplinary learning and communication. DBAE thus unnecessarily limits the benefits and purposes of arts education. Third, course content in the DBAE disciplines was built on modernist Western assumptions of consensus regarding taste, judgment, and valuation in the arts, a legacy of (a) late 19th-century museum practices and (b) modernist discourse on aesthetics and criticism. DBAE planners consistently attempt to oblige disparate voices in the contemporary arts community. However, because DBAE curriculum retains fundamental belief in consensus on such modernist assumptions, it is a hegemonic and often irrelevant curriculum that inaccurately reflects the ethos of the postmodern era. DBAE has thus made whatever contributions it was capable of and now must be superseded by more comprehensive models. John Dewey's work on art, experience, and education practice offers a better foundation for 21st-century art education curricula than does DBAE because it is appropriately flexible and because it accommodates the postmodern penchant for ambiguity and contingency while remaining sympathetic to an emphasis on social context and the enriching aesthetic, but nonetheless practical, utility of the visual arts in K--12 curricula.

Teacher preparation, methods and materials for music education in rural and one-room schools in selected areas of the Midwest (1890--1950) (Illinois, Wisconsin, Iowa)

Stover, Pamela Jo Indiana University 2003 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation explores the status and growth of music education in rural and one-room schools from 1890–1950, limited to English-speaking public schools in selected areas of the Midwest especially Illinois, Wisconsin, and Iowa. Chapters on teacher preparation, teaching methods and materials follow an overview of rural education. This study utilized historical methods including archival and oral history analysis. Eight one-room school students and teachers from Winnebago County, Iowa were interviewed in addition to Eunice Boardman, Judith Svengalis and Stanley Schleuter, who earned music education doctorates and attended rural or one-room schools. Photographs, ephemera, teaching licenses, exams, course notes, scrapbooks, letters, manuscripts, unpublished reports and dissertations of the time were also examined. Music was occasionally included in preparing rural teachers at county institutes, extension and correspondence courses, normal schools and colleges. Music was sometimes included on eighth grade, county and state teacher's examinations for initial certification or continuing education. Teaching methods besides the recitation were utilized in one-room schools. During the Progressive Education movement, music programs, pageants and projects were common teaching methods. In Iowa, the Choir and Phonograph Plans of Charles Fullerton were designed for rural teachers. Edgar B. Gordon pioneered vocal music radio broadcasts for Wisconsin school children. Both Fullerton and Gordon instituted rural choir festivals. Teaching materials were varied, but scarce. The Victrola, pump organ, piano and rhythm or homemade instruments were available. Innovative Victrola recordings corresponded with Fullerton's textbook. Grade books, daily schedules, standardized school regulations, written curriculum, teacher magazines and journals guided rural teachers. Early textbooks were typically glee club songbooks or graded series books, designed for trained musicians. A content analysis of eleven rural music books is included in this study. Rural school innovations such as recordings and textbooks designed for nonmusic specialists, distance education and improvements in teacher licensure continue today. Further research in rural music education should include other geographical areas and diversity in religion, language and race.

Colorado middle school teacher practices of blending standards-based education with middle school integrative curricular practice and philosophy

Schmidt, Robert LeRoy University of Denver 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Colorado House Bill 93-1313 called for the development of state model content standards, which would drive curriculum development for all Colorado school districts. Content standards were developed within isolated academic disciplines with little consideration for integrative education. Educators who supported the philosophy of integrative education would face a challenge on how to blend integrative educational philosophy into the standards-based movement. An investigation into Colorado middle school teacher practice of blending standards-based education with integrative educational philosophy and practice was conducted. The study involved a survey design where quantitative and qualitative research components were utilized. All Colorado middle schools that were named “middle school”, had a sixth through eighth grade configuration or a seventh through eighth grade configuration, and a student population of 250 or more were included in the study. The purpose of the study was to determine the extent teachers were practicing integrative education, their attempts to implement content standards into integrative educational practice and philosophy, the strategies they used for implementation, and its impact upon student achievement. Study results revealed the majority of Colorado muddle school teachers, as inferred by study participants, believed in the philosophy of integrative education, but demonstrated limited application. Very few teachers were working to blend content standards into integrative educational philosophy and practice. Those that were, identified strategies involving thematic instruction and the use of planning time. The impact on student achievement could not be determined since few teachers were working to blend the educational philosophies of the standards movement and curricular integration. The study revealed Colorado's emphasis on standards-based education and its high-stakes assessment procedure called the Colorado Student Assessment Program (CSAP) test appeared to limit integrative education, a tenet of the middle school philosophy. Teachers were devoting resources to preparing students for success in standards education at the expense of integrative educational philosophy and practice. They did not appear to be working to implement content standards into the middle school philosophy of integrative education due to limited resources such as planning time and staff development.

General education 2000: A national survey. How general education changed between 1989 and 2000

Johnson, Damon Kent The Pennsylvania State University 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This national study describes changes in general education practice between 1989 and 2000. General education has been a formal part of the typical American baccalaureate since the early 1900s (Cohen, 1998). Periodic reviews of general education are conducted. Since the late 1960s, these reviews have occurred in approximately ten year intervals. Dressel (1967), Blackburn et al. (1976), Toombs, et al. (1989), and Gaff (1991) examined general education across American higher education institutions. These studies trace the development of general education through the 1990s. The current study adds to this chronicling of general education. Undergraduate education in the United States was critically examined through a series of national reports between 1985 and 1995. Through these reports were directed at undergraduate education, they had implications for general education (Stark and Lattuca, 1997). The reports lamented increasing fragmentation in the undergraduate curriculum and the loss of a common understanding of the role for general education in the American baccalaureate. During the same period access to higher education increased resulting in an increasingly diverse student population served by increasingly diverse institutions of higher education. These changes suggest that general education may have changed and support the need for the present study. The study is exploratory and attempts to discover how general education changed and what influenced change in general education curricula. A national survey of Chief Academic Officers and a national survey of General Education Administrators solicited responses from those campus leaders most familiar with general education on their campuses. The study collected perceptual and behavioral information to determine the status of general education and to compare its findings to studies by Toombs, et al.(1989) and Gaff (1991). The findings of the study suggest that general education practice changed in the period and that it is continuing to change. The primary aims of the reforms were making general education programs more coherent, meeting changing student needs, and updating programs to reflect changing contexts. The study also found that the historical pattern of general education reform occurring in waves, reported by Gaff (1991), changed. The new pattern is one of continuous change. The findings suggest general education programs are more dynamic than in the past. As a result, this study found that general education practice might need to be guided by models that account for interactions between content, faculty, students, and other stake holders and that consider both the curriculum that faculty plan and the curriculum that students receive. The study suggests that two models be used to guide general education scholarship and practice—an academic planning model (Stark and Lattuca, 1997) and a model of curricula as communication (Ratcliff, 2000, 2001). Together, these models consider both the curriculum faculty plan and the curriculum students receive.

The program in mathematics at National Taiwan Normal University: Origin and influences

Lin, Chia-ling Columbia University Teachers College 2001 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examined the origin of the Mathematics Program at the National Taiwan Normal University (NTNU) and its influences on mathematics education in Taiwan. It traced the evolution of the Mathematics Program at NTNU from its establishment in 1946 to the present time. The study identified the internal and external influences and the major curricular trends that may have affected Taiwanese mathematics education. Five questions guided the research. First, what was the origin of the Mathematics Program at the National Taiwan Normal University? After Japanese colonization, the Republic of China government insisted on overhauling the educational institutions. Provincial Taiwan Normal College (later renamed National Taiwan Normal University) was established in 1946. Since mathematics has always been an important area of study, the Mathematics Program and the College were established concurrently. Second, what have been the major curricular trends in the Mathematics Program at National Taiwan Normal University? One of the first trends was the implementation of fundamental geometry courses. The next trend involved courses related to computing and technology. Meanwhile, the notion of a “mathematics education” field began to develop. The most recent trends focused on strengthening the field of mathematics education and integrating technology and media as components of teaching and learning mathematics. Third, what influence does the Mathematics Program at National Taiwan Normal University have on secondary school mathematics instruction? The mathematics content curriculum was to broaden the content knowledge of prospective teachers. The emphasis on mathematics education provided prospective teachers with knowledge of children's and secondary students' mathematical thinking. Fourth, how has the Ministry of Education in Taiwan, influenced by National Taiwan Normal University, affected secondary-school mathematics education? The NTNU mathematics faculty serving on research committees within the National Science Council of the Ministry of Education influenced the directions of the educational research throughout Taiwan. Fifth, what were the external influences that have affected the Mathematics Program at National Taiwan Normal University? Most NTNU alumni who studied mathematics in the United States returned to become NTNU faculty members. Nearly all of the Program's external influences have been from the United States.

Collaborative partnerships for experiential education in music: A case study of a higher education School of Music educational outreach program and its K--8 partners

Hearn, Edward Al University of Michigan 2006 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Higher education schools of music are in a position to create collaborative education outreach partnerships with K-8 schools to train future professional musicians and to enhance K-8 music education. Professional musicians typically do not have music education training to prepare participants in sequential music education with relevant hands-on activities. As a result, performance outreach tends to offer exposure to high quality musical examples without lasting educational effects. Partnerships between qualified K-8 music teachers and performers have the potential to create experiences with more lasting results. This dissertation is a case study of collaborative educational outreach partnerships between the Music Teaches program at the Manhattan School of Music and four of its K-8 partners. Cases were selected to compare K-8 partners with and without full time music teachers, and schools that serve students with a variety of culture and social economic status backgrounds. Document and interview data were analyzed to ascertain what factors influenced four essential elements of collaboration in the four cases: institutional mission and support; educational goals; shared planning, implementation, and evaluation; and sustainability. This was followed by a cross case comparison. A number of factors found in the literature to influence collaboration in service-learning, higher education, K-8, and arts partnerships were investigated. In addition, a number of new factors were discovered in the course of the study. Across the four cases, time, communication, and resource dependence were found to be the most influential factors. Also important for collaborative partnerships was the alignment between the missions of the higher education school of music and K-8 schools and the support of administrators. Students' cultural and social economic backgrounds influenced how the partnership teachers planned and implemented the educational goals of the program. Even successful collaborative partnerships were not found to be effective as substitutes for music teaching specialists in the schools.

Democracy renaissance: Civic education as a framework for elementary education methods courses

Lewis-Ferrell, Genell Dawn Indiana University 2007 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

With the onslaught of national disasters, both natural and political, our civic competency has been tested. How we responded to these tests of our civic character may have been a direct reflection on our civic education. Did we have the skills necessary to critically examine the evidence given to us in these situations? Did we step beyond ourselves and look at the larger societal picture? Did we attempt to take action? If we were held accountable for these tests on our civic competency, how would we have fared? I'm afraid that many of us would have failed. Many of us would have been "left behind.". Current trends in U.S. civic education has it pigeon-holed within social studies, and as a result is often left out of elementary school curriculum all together. This qualitative study looks towards teacher education and how its implementation of civic education can provide the best methods for translating civic knowledge into curriculum that prospective teachers will take with them into their classrooms by addressing the following research questions: (1) How do pre-service teachers view and understand social studies as related to civic education? (2) What are teacher educators' views and aims of social studies as related to civic education? (3) Does social studies methods' curriculum and pedagogy affect the development of prospective teachers' civic education knowledge, skills, dispositions, and future ideas about classroom practice? Through surveys, focus group discussions, instructor interviews, and curriculum review, this research sought to evaluate the current way civic education is taught in methods courses, and look into the manner in which civic dispositions of prospective teachers are shaped and formed. Findings suggest that civic education methods should include approaches that are engaging, relevant to students' personal lives, and interactive. This paper outlines programs, policies, and practices of civic learning that are created around the processes of democracy. The final outcome of this study describes an example of a teacher education methods course that effectively integrates disciplines and creates instructional methods conducive to successful civic learning. Additionally, this study provides civic learning packaged within curriculum that teacher educators and prospective teachers can carry with them into their future classrooms; all for the perpetuation of democracy. In conclusion, many questions arose throughout the study, including what constitutes a democratic citizen and what are the best approaches for stressing civic learning that is engaging and relevant to students' lives? Although conclusions describe and define through research and personal beliefs, they ultimately are not about teaching a "truth", but more about showing the students, prospective teachers, and teacher educators "how (they) must go about discovering the truth" (Rousseau, 1952, p.125).

The leadership role of the principal in special education teacher retention

Whitmore, Cheryl Lynn Arizona State University 2007 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Teacher burnout and attrition are epidemic in the field of special education. Research has shown that special education teachers are leaving the field in much greater numbers than their peers in general education. Research to date has focused primarily on reasons for attrition, not on factors that influence retention. Several studies mention the role of principals in special education teachers' decisions to remain in or to leave the field. Absent are studies identifying the perceptions of administrators and experienced special education teachers regarding factors that influence retention. The current study surveyed 40 administrators and 136 special education teachers in a K-8 school district in Tempe, Arizona. Respondents read 10 (administrators) 11 (special education teachers) statements regarding perceived factors influencing teacher retention and answered: Most of the time, Rarely, or No impact. Respondents also rank ordered ten factors in order of importance in teacher retention. Finally, 10 teachers and 10 administrators were randomly selected to participate in a follow-up one-on-one interview. The questions used in the interviews were the five factors both administrators and teachers selected as 1-5 in order of importance. The responses were analyzed and compared for similarities and differences between both groups. The results indicated no significant differences between administrators and special education teachers with regards to collegiality, monetary compensation and the reduction of paperwork being important factors in the retention of special education teachers. However, there was a discrepancy in the number of teachers and administrators who perceived instructional assistants as an important factor in teacher retention. The most important finding was the differences of perceptions of teachers and administrators in regards to principal and district support. The findings suggest the importance of continuing the research into the importance of principal support as perceived by both administrators and special education teachers. Furthermore, identifying the factors and educating principals and school districts on ways to improve teacher retention would promote successful schools, which would cause teachers' overall satisfaction with their school climate to increase, and therefore, improve student learning.

Democratizing science and technology education: Perspectives from the philosophy of education

Pierce, Clayton Todd University of California, Los Angeles 2007 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examines conceptualizations of science and technology and their relation to ideas of democratic education in the history of philosophy of education. My genealogical analysis begins by tracing the anti-democratic emergence of ideas and values of science and technology that have evolved through ancient and modern periods within the philosophy of education and continue to shape the ways science and technology are understood and treated in educational settings. From my critical engagement with Plato's Republic and Rousseau's Emile, I argue that anti-democratic structures and values have been embedded in philosophy of education through Plato's educational theory of techne and Rousseau's pedagogical theory that involves science and technology as important educational force. Following this theme, I analyze the work of John Dewey and Herbert Marcuse and their shared project for democratizing science and technology through education. Through a critical comparison of both theorists' models, I suggest that each provides positive legacies for philosophy of education to draw upon in rethinking the intersection of science, technology, and education: a strong model for understanding public problems associated with a highly technological and scientific society and a reconstructive framework for values and sensibilities that demands a new value relationship to be developed between humans and science and technology. Finally, I situate my critique and assessment of this history in the philosophy of education within the current science and technology education reform movement in the United States. I claim that the official models of science and technological literacy and inquiry, as constructed by the National Academy of Sciences and a host of governmental policies, shape science and technology education with a decidedly neo-liberal focus and purpose. In response to this anti-democratic movement I offer an alternative position that utilizes a counter-epistemology to the dominant model that currently exists in science education standards and suggest that this is a project that philosophy of education must be involved while also conscious of its past.

Global-local conditions of possibility: The case of education decentralization in Argentina

Rhoten, Diana Russell Stanford University 1999 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This research examines the international origins, national intentions, and local interpretations and actions of education decentralization in Argentina. As a multi-level study of education decentralization, the research is framed with the understanding that locally constituted but globally challenged structures and cultures interact to shape actors' interpretations and actions of education policy. Using historical methods and archival analysis, this research traces the patterns and pressures of the international policy environment from which policies like privatization, deregulation, and decentralization have emerged. It also reviews the national laws that have followed from these global trends to legislate the education decentralization process in Argentina—the Law for the Transfer of Educational Services and the Federal Law of Education. Employing technical and political methods of policy analysis in conjunction with narrative techniques, this research examines the degree of correspondence between the laws' international origins and national intentions and the actors' local interpretations and actions of the laws. In so doing, the study also compares the similarities and differences between actors' interpretations and actions of education decentralization in the three provinces of Jujuy, Córdoba, and Mendoza. Analyzing qualitative and quantitative data, the study assesses the relationship between a province's political, economic, and cultural context and actors' interpretations and actions of education decentralization so as to demonstrate that both material capacities and symbolic identities vary the policy process and its outcomes. The research concludes with three propositions relevant to explaining the case of Argentina and to advocating and analyzing future policy processes in other areas and sectors. One, the way in which decentralization is interpreted depends on the locality's geo-economic identity as well as the locality's financial capacity to support an education system. Two, the way in which decentralization is re-acted to depends on the locality's political identity and on the administrative capacity of the locality's State to manage an education system. Three, the way in which decentralization is en-acted is conditioned as much, if not more, by the cultural identity and assumptions of power and authority that define a locality's State-society relations as by its organizational capacity to negotiate the interests of an education system.