The purpose of this study was to examine perceptions of substitute teaching in art education held by art teachers, substitute teachers, and students in visual art classes. The study focused on the practice of substitute teaching in visual art classes at one public school district in Arizona. Six secondary schools at this district were included. Samples were comprised of art teachers, substitute teachers, and students. Participants were surveyed and interviewed to gather and identify perceptions. Results from data analysis indicate the following perceptions among study subjects: (1) The majority of art instruction is student-directed. (2) Substitutes frequently conduct studio art activities. (3) Substitute teaching does not frequently break the continuity of art lessons. (4) There is a decrease in student academic performance with substitutes. (5) Substitutes have a low level of art knowledge, which regularly affects lesson planning.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/292082 |
| Date | January 2004 |
| Creators | Niccoli, Anthony C. |
| Contributors | Beudert, Lynn |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Thesis-Reproduction (electronic) |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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