The purpose of this study was to identify disparities in the delivery of standards based dance education in the K-12 learning environment in the state of Florida and to give specific attention to curricular choices and instructional design. A mixed-methods approach was used and included a survey of K-12 dance educators in Florida as well as interviews with leaders in dance and arts education in the state. This inquiry identified common areas where curriculum choice and instructional design meet the barriers of time, space, place, learner population, expected educational outcomes, and teacher preparation. Each of these areas suggested specific limitations singularly, but when considered together, the effectiveness of K-12 dance programs appeared compromised by disparity and difficult to assess. By centralizing the focus of this inquiry on the realities of the learning environment in K-12 dance education in the state of Florida, the results of this study identified disparities in one state that may inform future research in the broader field of dance education. A set of Core Dance Education Values has been recommended as a guideline to better unify dance teaching goals in light of the research and in support of developing best practices for sustainable K-12 dance programming. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

This thesis argued that Physical Education is marginalised in the South African primary school education sector. Through this marginalisation, Physical Education has been reduced from having full subject status, to being only one of the components of one of the primary school learning areas, namely, Life Orientation. Simultaneously, Physical Education finds itself in a situation in which it is generally being taught by a class teacher and no longer by a specialist Physical Education teacher. Possible reasons for this marginalisation are expressed, however, the argument that Physical Education is an imperative in the holistic development of the child, is also espoused. This thesis critically examined the route that South African primary school education is taking and focused on the issues of holistic education and development, Outcomes-based Education and Life Orientation.

This thesis argued that Physical Education is marginalised in the South African primary school education sector. Through this marginalisation, Physical Education has been reduced from having full subject status, to being only one of the components of one of the primary school learning areas, namely, Life Orientation. Simultaneously, Physical Education finds itself in a situation in which it is generally being taught by a class teacher and no longer by a specialist Physical Education teacher. Possible reasons for this marginalisation are expressed, however, the argument that Physical Education is an imperative in the holistic development of the child, is also espoused. This thesis critically examined the route that South African primary school education is taking and focused on the issues of holistic education and development, Outcomes-based Education and Life Orientation.