Confirming the Significance of Art Specialists and Aspirational Learning
Saved in:
| Title: | Confirming the Significance of Art Specialists and Aspirational Learning |
|---|---|
| Language: | English |
| Authors: | Brewer, Thomas M., Xu, Lihua, Diket, Read M. |
| Source: | Art Education. 2017 70(2):16-24. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education |
| Descriptors: | Specialists, Art Education, Art Teachers, Teaching Methods, Academic Achievement, Aspiration, Visual Arts, National Competency Tests, Scores, Elementary Secondary Education, Grade 8 |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| DOI: | 10.1080/00043125.2017.1274189 |
| ISSN: | 0004-3125 |
| Abstract: | Just for a change, would it not be nice to hear talk about keeping and/or expanding full-time art specialists' presence in schools and maintaining strong art education programs at the college and university level? That conversation could result from the positive arguments we are providing in this article. The purpose of this article is to clarify and present National Assessment of Educational Progress (NAEP) findings that are statistically significant for art educators. You will read about research findings that indicate: (1) student overall scores were consistent from 1997 to 2008 because art specialists, although reduced in number, understood the standards regarding responding to art; (2) students' achievement scores were significantly higher "only" for those who received art instruction from full-time art specialists; and (3) an "Aspirational Model" was found in the Mother/Child block that can guide teachers toward improving instruction by developing authentic visual arts curriculum, instruction, and assessment. |
| Abstractor: | As Provided |
| Number of References: | 16 |
| Entry Date: | 2018 |
| Accession Number: | EJ1195970 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Just for a change, would it not be nice to hear talk about keeping and/or expanding full-time art specialists' presence in schools and maintaining strong art education programs at the college and university level? That conversation could result from the positive arguments we are providing in this article. The purpose of this article is to clarify and present National Assessment of Educational Progress (NAEP) findings that are statistically significant for art educators. You will read about research findings that indicate: (1) student overall scores were consistent from 1997 to 2008 because art specialists, although reduced in number, understood the standards regarding responding to art; (2) students' achievement scores were significantly higher "only" for those who received art instruction from full-time art specialists; and (3) an "Aspirational Model" was found in the Mother/Child block that can guide teachers toward improving instruction by developing authentic visual arts curriculum, instruction, and assessment. |
|---|---|
| ISSN: | 0004-3125 |
| DOI: | 10.1080/00043125.2017.1274189 |
