Purpose. The purpose of this study was to describe the arts education programs operating in California public elementary schools in 1984. The goal was to gather data about unique and characteristic features of each program defined by criteria developed from a pilot study, and based on observations of exemplary arts education programs in the state. The data were intended to assist administrators, teachers and legislators in planning appropriate and meaningful arts education programs for elementary students in the state. Procedure. This research investigated how many California public elementary schools in the sample offered arts education programs, as perceived by teachers in those schools responding to the questionnaire survey. A total sample of 150 schools was ranked according to school size. Two teachers per school were each asked to respond to a questionnaire about arts education programs offered in their schools. Descriptive information was obtained by processing the data through the Statistical Package for the Social Sciences (SPSS) at the University of the Pacific computer center. Findings. The research showed that the majority of respondents provided arts programs in their schools. The highest percentage of arts subjects offered were art and music provided on a weekly basis by classroom instruction. These arts subjects were taught by one to three instructors, either credentialed or non-credentialed, during the school day. In most cases, arts programs were supported by district funds. Conclusions. According to the responses of teachers, arts education should be integrated into the general (basic) education of students. Arts specialists were viewed as essential to the success of arts programs. Recommendations. This research suggested that more exact information was needed about the extent of arts education programs offered by elementary schools in the state. In addition, a survey should be made of administrators, parents and students to determine: (1) their interest in arts education programs, and (2) their perception of the level of importance of arts education as compared with other subjects in the curriculum. Furthermore, current reports of the interaction of right and left brain development of students through arts experiences should be investigated. (Abstract shortened with permission of author.)

The purpose of this study was to investigate the extent to which multicultural education is included in the multiple subject training programs in California. A rating scale was developed and applied to the evidence presented in the Program Approval Review Documents and the External Assessment Reports of sixty professional preparation programs approved by the Commission on Teacher Credentialing to provide teacher-training. The overall results of this study indicate that approximately twenty-two percent (22%) of the institutions received a rating of "1". A rating of "1" means that these institutions restrict their multicultural training to activities such as cultural fairs and ethnic songs, thereby showing an inadequate commitment to provide multicultural teacher-training. Approximately seventy-six percent (76%) of the institutions received a rating of "2". A rating of "2" means that these institutions show an "adequate" commitment to provide multicultural teacher-training and indicates that there is at least a minimal recognition of the importance of diversity. Institutions that received a rating of "2" meet the basic intent of the Commission-mandated multicultural guidelines. Approximately 3% of the institutions received a rating of "3", demonstrating a strong commitment to provide multicultural teacher-training as evidenced by the presence of multicultural elements, such as a recognition of the strength of diversity and accurate presentation of facts, throughout the total training program.

The Back-to-Basics movement has gained substantial momentum in the public schools since 1972. Although it is not a new concept in education, it is an approach which involves a much more structured emphasis within the classroom than had been practiced during the innovative times of the 1960’s and the early 1970’s. The impact of Back-to-Basics programs upon students, particularly in the affective and creative areas, has become a concern to educators who are facing increased demands for accountability and alternative education programs within the public schools. The purpose of the study was to assess the impact of Back-to-Basics education upon creativity, affectivity, and achievement of elementary students enrolled in these alternative programs as compared to students enrolled in the regular school program.

No description available.

No description available.

No description available.

No description available.

This qualitative action research examines the effects, if any at all, the implementation of an interdisciplinary literacy unit in a fourth-grade classroom had on students' perceived writing self-efficacy. This study aims to inform the teacher-researcher to make actionable changes to current teaching. Additionally, this study continues the research and discussion surrounding how educators and stakeholders approach instruction. This research required participants to complete a pre-writing self-efficacy survey, participate in an interdisciplinary literacy unit and then complete a post writing self-efficacy survey. The interdisciplinary literacy unit took place during the distance learning environment that was a result of the global pandemic, COVID-19. During the interdisciplinary unit, participants used the disciplines of language arts, science, and math to learn about the concept of interdependence as it relates to the Eastern Oysters in Mosquito Lagoon, Florida. This research sought out to explore the Research Question (RQ): Does implementation of an interdisciplinary literacy approach affect students' writing self-efficacy? Findings of this study suggest that the implementation of an interdisciplinary literacy unit in a fourth-grade classroom maintains or increases self-efficacy for most of the research participants. Implications of this study affords educators training in interdisciplinary literacy practices, adequate planning time so that educators can collaborate with colleagues to plan for interdisciplinary literacy lessons and administering writing self-efficacy surveys multiple times a school year to gauge students' perceived writing self-efficacy. Beyond the classroom, this study offers opportunities of collaboration with families to inform them of their child's progress and self-efficacy levels to better support their child's continued learning.

No description available.

Purpose. The purpose of this study was to investigate the relationship of teachers' perceptions of territoriality and sense of efficacy to job satisfaction.;Method. A sample of 350 public school elementary teachers teaching in Virginia was selected to complete four instruments. The Teacher Territory Questionnaire was used to measure three factors, including control of resources, responsibility for students, and openness of teaching. The Teacher Efficacy Scale measured two efficacy factors, personal efficacy and teaching efficacy. Job satisfaction was measured by the facet scores of the Job Descriptive Index and the global score of the Job in General scale. Demographic data forms were completed as well. Results from a 73% mail return were analyzed using multiple regression analysis.;Results. Results support a significant correlation between openness of teaching and satisfaction with coworkers and between responsibility for students and satisfaction with the job in general. Significant correlations were also found between personal efficacy and satisfaction with present work and between teaching efficacy and satisfaction with present work and the job in general. An analysis of the data indicated that the demographic variables had little effect upon these relationships.;It was concluded that as teachers feel more secure concerning their own teaching methods and teaching style, satisfaction with coworkers increases. Teachers who feel responsible for students inside or outside of the classroom tend to be more satisfied with the job in general. Teachers who feel confident of their ability to bring about student learning, regardless of external forces, such as student home environment and parental influences tend to be more satisfied with their present work. Based on information garnered from mean scores, elementary teachers in Virginia tend to be territorial with respect to control of resources and responsibility for students. Teachers are satisfied with their present work, supervision, coworkers and the job in general, but report dissatisfaction with pay and opportunities for promotion. Implications for future research were discussed.