"To what extent and how do selected art teachers and students perceive and define caring behaviors in middle school art classrooms?" was the major research question investigated in this study. The inherent needs of teachers and students to recognize the inextricability of emotions and intellect in education served as the basis for development of the research question and the study itself. Current emphasis on academic and intellectual pursuits in school, particularly those measured by standardized tests, has led to an erosion of attention paid to the equally critical area of emotional development, which is of utmost importance to students facing the struggles and transitions of adolescence. Given the emotional content of much of the visual arts and the opportunity for exchange among students and between teacher and student in the middle school art classroom, a study detailing how teachers and students perceive and define caring behaviors in such classrooms is of significance for both preservice and inservice teacher education. All sixth grade Leon County, FL art classrooms were included in the study. All art students and teachers reported their perceptions of caring teacher behaviors through a researcher-designed and administered survey. The Statistical Program for Social Sciences (SPSS) was used to calculate and describe how respondents rated the teaching behaviors included in the surveys. Based on those data, a phenomenological study including observations and interviews with selected art students and one art teacher was conducted to help describe a caring classroom and caring teacher behaviors. A content analysis of recorded interviews and observations was conducted to gain a more detailed understanding of the art teacher's and his students' perceptions of caring teacher behaviors. Results from both the quantitative and qualitative studies indicated that a well managed classroom with clear discipline was perceived by both students and teachers as the most important behavior expressing a teacher's care. Students unanimously expressed their desire for teachers to maintain a quiet and orderly classroom in which they can think and learn. There were no significant differences in student responses to this or any other teacher behavior due to gender, race, or socioeconomic status. / A Dissertation Submitted to the Department of Art Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2005. / June 13, 2005. / Art Education, Adolescence, Caring, Discipline, Emotional Development / Includes bibliographical references. / Sally E. McRorie, Professor Directing Dissertation; , ; Thomas Anderson, Committee Member; Marcia L. Rosal, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_176400 |
| Contributors | Ruggiero, Alyssia (authoraut), McRorie, Sally E. (professor directing dissertation), Anderson, Thomas (committee member), Rosal, Marcia L. (committee member), Department of Art Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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