Given that (a) student-centered active learning experiences can inspire deeper learning than traditional lectures; (b) high school Advanced Placement (AP) Art History curriculum requirements have changed significantly in the past, creating more room for teacher flexibility; and (c) there is no documentation of how teachers are utilizing student-centered active learning in response to the curriculum changes, this dissertation examined how AP Art History teachers interested in student-centered active learning reacted to the major College Board curriculum changes in the past.
In addition, this dissertation examined how these teachers have adapted to the AP Art History curriculum changes, including a required set of 250 images spanning 10 Global Content areas, and how they describe incorporating student-centered active learning experiences through their selection of content and teaching methods and approaches in their AP Art History classes. The rewards and challenges these teachers find in adopting these approaches are explored.
In addition, the experiences that helped AP Art History teachers learn how to incorporate student-centered active learning experiences within their teaching are covered. Through the use of a qualitative research approach consisting of a survey and in-depth interview process to collect data and analyze the findings, this dissertation answered these research questions and offers suggestions for educational implications and potential additional future studies.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/727g-ye12 |
| Date | January 2024 |
| Creators | Morchel, Patricia |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
Page generated in 0.0019 seconds