Mixed-Methods Research Toward the K–16 Curricular Connection in Art Education.
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| Title: | Mixed-Methods Research Toward the K–16 Curricular Connection in Art Education. |
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| Authors: | Kwon, Hyunji1 kwon7@mailbox.sc.edu. |
| Source: | Studies in Art Education. 2024, Vol. 65 Issue 3, p284-305. 22p. |
| Subject Terms: | *Art education, *Curriculum, *Higher education, *Educational resources, *Art teachers, *Qualitative research, *Teacher educators, *Student teachers, *Mixed methods research |
| Abstract: | This study aims to describe the expansive curricular landscape in art education that has often been depicted by the gap between theory-oriented curricular resources produced in higher education versus practice-oriented resources created and used in K–12 teaching. To provide a curricular overview, 162 K–12 art educators and 22 higher education researchers were surveyed, and 10 individuals from various school levels were interviewed. The quantitative and qualitative research findings illuminate the current status of the curricular divide between the K–12 level and higher education, as exemplified by K–16 art educators' ways to determine the quality of curricular resources, popular types and topics of curricular resources that they produce and use, and ways to improve the K–16 connection. Even so, this study highlights plausible actions, beyond changes in curricular resources, shared by art educators and preservice teacher educators that may help improve the possibly disconnected status quo. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study aims to describe the expansive curricular landscape in art education that has often been depicted by the gap between theory-oriented curricular resources produced in higher education versus practice-oriented resources created and used in K–12 teaching. To provide a curricular overview, 162 K–12 art educators and 22 higher education researchers were surveyed, and 10 individuals from various school levels were interviewed. The quantitative and qualitative research findings illuminate the current status of the curricular divide between the K–12 level and higher education, as exemplified by K–16 art educators' ways to determine the quality of curricular resources, popular types and topics of curricular resources that they produce and use, and ways to improve the K–16 connection. Even so, this study highlights plausible actions, beyond changes in curricular resources, shared by art educators and preservice teacher educators that may help improve the possibly disconnected status quo. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00393541 |
| DOI: | 10.1080/00393541.2024.2355070 |
