This qualitative study compares an "integrated" art program
with a "discipline-oriented" art program at the grade eight
level in two Ontario public schools. Data were collected
through ethnographic interview and observation. The
comparison is based upon the intentional, curricular, structural and evaluative dimensions of schooling as outlined
by Eisner (1991). The study indicates that integrative practices are complex and multi- dimensional. Integrated
outcomes occur and may be cultivated within a discipline-oriented school structure. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/3947 |
| Date | 11 1900 |
| Creators | Dyne, Karen Lea |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 7200247 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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