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Exploring resources and materials for the instruction of low-achieving mathematics students in an urban school district of Western MassachusettsColgram, Elisha Amando 01 January 1990 (has links)
The dissertation is based on the exploration of resources and materials for the instruction of low achieving mathematics students in an urban school district of Western Massachusetts. Mathematics is one of the four most important subjects in the educational curriculum at the junior high school level. Due to the educational revolution of the 1950s and 1960s, new and better mathematics are being taught in the schools of today. However, only the more able students have been able to glean from the curriculum. The low achiever in mathematics finds little that meets his or her needs. Due to repeated failure in the attempt to learn mathematics, the low achiever formulates a low self-esteem and experiences a psychological dropout. The purpose of this research study was to explore methods and materials with the hope of finding resources and materials to teach mathematics to low achieving mathematics students. The researcher contends that if low achieving mathematics students were taught mathematics by using concrete objects and manipulative devices, instead of conventional textbook and lecture methods, low achievers tend to learn faster, retain more, and achieve higher as a result. To test this theory, the researcher taught a small group of low achievers in mathematics for six weeks using concrete objects and manipulative devices to teach and demonstrate various mathematical concepts. He also had the students use calculators as computational aids. He found that the students demonstrated greater interest in mathematics, increased attention span, and better performance. A teachers' handbook was developed.
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Teaching Design in Industrial Arts in the Public Schools of Ohio: An Investigation of the Practices to Determine to What Extent the Principles of Design are Applied to the Industrial Arts CurriculumShaw, John A. January 1950 (has links)
No description available.
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The Status of Industrial Arts Electricity in the City, Exempted Village, and County Schools of Northwestern OhioSchumacher, C. Edward January 1950 (has links)
No description available.
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A Study of In-Service Teacher Training in Industrial ArtsLloyd, Walter W. January 1951 (has links)
No description available.
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Implications of Classroom Writing Instruction Emphasizing Imagination, Creativity, and Dialogue: A Case StudyHowell, Steven J. 12 May 2011 (has links)
No description available.
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A study of electronics in industrial arts and the design of a teaching aidHickock, Floyd A. January 1946 (has links)
No description available.
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"SKILLED WORKERS ARE MADE HERE”: HOW EDUCATION CHANGED BUSINESS AND COMMUNITY IN POSTWAR CONNERSVILLE, INSpaulding, Christine J. 29 April 2016 (has links)
No description available.
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The benefits of Arts Education: an investigation of causality and individual perceptionsAirulla, Barbara 07 June 2004 (has links)
No description available.
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Design Drawing - An Integrated Visualization SystemLothrop, Thornton 28 August 2012 (has links)
No description available.
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Cultivating and Sustaining Theater Education Programs in Public Schools: Curricula, Teachers, Community, and LeadershipTaylor, Tara Hammond 25 March 2022 (has links)
The purpose of this study was to identify the perceptions of theater teachers and arts leaders regarding the necessary components to cultivate and sustain a district theater education program, as well as the indicators of success and quality in theater education programs in public schools. The researcher's hypothesis was that the primary components include: 1) theater learning standards and curricular resources that impact the delivery of meaningful instruction and student assessment (Bennett, 2001; National Endowment for the Arts, 1988); 2) qualified teachers who demonstrate effective pedagogy and practices (Catterall, 2009; National Endowment for the Arts, 1988); 3) Professional Learning Communities (PLCs) and professional development opportunities specific to theater education (Catterall, 2009); and 4) district leadership, representation, and advocacy specific to theater education and teachers (Project Zero, 2001). The research was implemented through a case study in a selected school district that exhibited all components. It was conducted in three phases and included district theater teachers and arts leaders. The essential findings, from the perceptions of theater teachers and arts leaders, confirmed the importance of the four components the researcher identified as necessary to cultivate and sustain theater education programs. The identified components also emerged as the primary indicators of success and quality of district and school theater education programs in public schools. However, the research also showed that indicators of the success of theater education programs do not always lead to quality, and quality does not always lead to success. / Doctor of Philosophy / The purpose of this study was to identify the perceptions of theater teachers and arts leaders regarding the necessary components to cultivate and sustain a district theater education program, as well as the indicators of success and quality in theater education programs in public schools. The researcher's hypothesis was that the primary components include 1) curriculum and instruction (Bennett, 2001; National Endowment for the Arts, 1988); 2) qualified teachers (Catterall, 2009; National Endowment for the Arts, 1988); 3) teacher learning communities and professional development opportunities specific to theater education (Catterall, 2009); and 4) leadership specific to theater education (Project Zero, 2001). The research was implemented through a case study in a selected school district that exhibited all components. It was conducted in three phases and included district theater teachers and arts leaders. The essential findings, from the perceptions of theater teachers and arts leaders, confirmed the importance of the four components the researcher identified as necessary to cultivate and sustain theater education programs. The identified components also emerged as the primary indicators of success and quality of district and school theater education programs in public schools.
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