Download or read book Arts education in public elementary and secondary schools written by Basmat Parsad and published by DIANE Publishing. This book was released on with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student access to arts education and the quality of such instruction in the nation's public schools continue to be of concern to policymakers, educators, and families. Specifically, research has focused on questions such as: To what extent do students receive instruction in the arts? Under what conditions is this instruction provided? What is the profile of arts education instructors? (Ruppert and Nelson 2006). This study is the third of its kind to be conducted by the National Center for Education Statistics (nces) in the Institute of Education Sciences (ies), U.S. Department of Education, to provide national data that inform these issues. The first study was conducted in the 1994-95 school year to provide baseline data on public schools' approaches to arts education. The second study was conducted during the 1999-2000 school year to provide broader coverage of arts education issues by collecting the first national data on educational backgrounds, professional development activities, teaching loads, and instructional practices of elementary school teachers--self-contained classroom teachers, music specialists, and visual arts specialists. To update the information from a decade ago, Congress requested that the U.S. Department of Education's Office of Innovation and Improvement (oii) and nces conduct a new study that would borrow from and build on the previous studies. This study examines many of the issues from the previous studies, including the extent to which students received instruction in the arts; the facilities and resources available for arts education instruction; and the preparation, work environments, and instructional practices of music and visual arts specialists and non-arts classroom teachers. This study also addresses emerging issues such as the availability of curriculum-based arts education activities outside of regular school hours and the presence of school-community partnerships in the arts. In addition, the current study provides broader coverage of arts education instructors by including two new surveys for secondary music and visual arts specialists. Selected indicators on arts education in public elementary and secondary schools are organized into four sections, one for each arts education subject area--music, visual arts, dance, and drama/theatre. Using its Fast Response Survey System (frss), nces conducted the surveys during the 2009-10 school year, with the two school surveys and the collection of sampling lists for the teacher surveys starting in fall 2009. frss is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The findings in this report have been chosen to demonstrate the range of information available from the frss study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from public school principals and teachers. Where relevant, national findings are broken out by the poverty concentration at the school, measured as the percent of students eligible for free or reduced-price lunch. Appended are: (1) Technical Notes; and (2) Standard Errors for Text Tables and Figures. (Contains 63 tables, 27 figures and 16 footnotes.) [For "Supplemental Tables to the nces Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (nces 2012-014)," see ed530716.].

Download or read book Arts Education in Public Elementary and Secondary Schools 1999 2000 and 2009 10 written by Basmat Parsad and published by . This book was released on 2012 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Arts Education in Public Elementary and Secondary Schools 1999 2000 written by and published by . This book was released on 2002 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Public Elementary and Secondary School Arts Education Instructors Stats in Brief NCES 2015 085 written by Dinah Sparks and published by . This book was released on 2015 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: Amid reports of decreased instructional time in music and art in some districts (Heilig, Cole, and Aguilar 2010; McMurrer 2008; Rabkin and Hedberg 2011), researchers, policymakers, and practitioners have questioned the status of arts education in the United States (Sabol 2013). Evidence about how elementary and secondary schools staff their arts instruction would further inform the discussion regarding arts education in U.S. public schools. A recent National Center for Education Statistics (NCES) report detailed high levels of visual arts and music instruction in both the 1999-2000 and 2009-10 school years, while reporting drops in dance and drama/theatre instruction (Parsad and Spiegelman 2012). Additionally, a 2009 U.S. Government Accountability Office (GAO) study on arts education found that while most schools did not report decreased instructional time in arts education between the 2004-05 and 2006-07 school years, those that had high percentages of minority and low-income students and those labeled as in need of academic improvement reported reduced arts instructional time (U.S. GAO 2009). While previous NCES reports have examined the availability of arts education to students and the incorporation of arts education into the school day, both during a single school year and across school years, this "Statistics in Brief" focuses on who teaches arts education in schools and how instructional staff varies by school characteristics and across school years in elementary and secondary school settings. Specifically, this report builds on the prior studies to explore the different types of school staff (i.e., full-time arts specialists, part-time arts specialists, and classroom teachers) used to provide arts instruction. This "Statistics in Brief" reports data only for schools that offered instruction in visual arts or music. The following study questions are addressed: (1) Among public schools that offered instruction in visual arts and/or music, what percentage of elementary schools employed full-time arts specialists, part-time arts specialists, and classroom teachers in the 2009-10 school year; and what percentage of secondary school teachers were full-time or part-time arts instructors in the 2008-09 school year?; (2) How do schools' use of full-time and part-time arts specialists, and classroom teachers vary by selected school characteristics for elementary schools (school year 2009-10) and for secondary schools (school year 2008-09)?; (3) How has the use of full-time and part-time arts specialists and classroom teachers changed for elementary schools (from the 1999-2000 to the 2009-10 school year) and secondary schools (from the 1998-99 to the 2008-09 school year)?; (4) How has the use of full-time and part-time arts specialists and classroom teachers changed for elementary schools (from the 1999-2000 to the 2009-10 school years) and secondary schools (from the 1998-99 to the 2008-09 school years) by selected school characteristics?; and (5) What percentage of elementary schools report the use of facilities specifically dedicated to arts education and how, if at all, has this use changed from 1999-2000 to 2009-10? The findings reported in this brief are statistically significant at the p

Download or read book Arts Education in Public Elementary and Secondary Schools 1999 2000 and 2009 10 written by Basmat Parsad and published by . This book was released on 2012 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Ed467 892 Arts Education in Public Elementary and Secondary Schools written by Nancy Carey and published by BiblioGov. This book was released on 2013-10 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides a national profile of the status of arts education in the nation's public schools during the 1999-2000 school year. The National Endowment for the Arts, the Office of Educational Research and Improvement (OERI), and the Office of Reform Assistance and Dissemination (ORAD) of OERI requested that the surveys reported in this document be conducted under the Fast Response Survey System (FRSS) of the National Center for Education Statistics (NCES). The report presents information on the characteristics of public elementary and secondary school arts education programs, including data on the availability of instruction in the arts, staffing, funding, supplemental programs and activities, and administrative support of arts education. It is based on data collected from elementary principals (n=640) and secondary principals (n=686) and from elementary arts specialists (music specialists (n=453) and visual arts specialists (n=331)) and classroom teachers (n=497). The report states that in the 1999-2000 academic year, music instruction and visual arts instruction were available in most of the nation's public elementary schools (94% and 87% respectively); dance and drama/theater were available in less than one-third of elementary schools (20% and 19% respectively). It also finds that overall, 72% of elementary schools offering music and 55% of elementary schools offering visual arts employed full-time specialists to teach these subjects, while full-time specialists in dance were employed by 24% of elementary schools offering it and full-time drama/theater specialists were employed by 16% of elementary schools offering it. The report states that the percentage of elementary schools with dedicated rooms for the arts varied greatly. It finds that music and visual arts instruction were offered in most of the nation's public secondary schools (90% and 93% respectively), while dance and drama/theater were offered less frequently (14% and 48% respectively). Append

Download or read book Arts Education in Public Elementary and Secondary Schools written by Nancy Lane Carey and published by . This book was released on 1995 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report, based on findings from The Elementary Arts Education Survey, 1994, looks at information regarding the general questions: (1) What art subjects are being taught in public schools? (2) How do schools and districts support arts education? (3) How have schools' arts programs changed compared to 5 years ago. Survey responses indicate that the primary focus of public school arts education is music and visual arts, with music instruction receiving more commitment than visual arts. Creative writing is typically incorporated into the language arts curriculum. Dance instruction by a dance specialist is rare, and dramatic and theatre activities are most often used by classroom teachers to reinforce instruction in other subjects. Elementary students are receiving about the same amount of instruction time in music and visual arts, although classroom teachers are more likely to teach visual arts than music, which is taught predominantly by music specialists. Very little is being done to promote arts education through external resources. But school districts' commitment to keeping arts education in the mainstream of basic education is evidenced by allocation of funds to arts education; developing and providing curriculum guidelines in arts subjects; and by employing an arts curriculum coordinator. An examination of changes in terms of arts programs as compared to 5 years ago indicates that increases in instructional time, number of arts staff, allocation of supplies and materials, funds for teachers' classroom use, and use of museums, galleries, and performances are reported by 20 to 30 percent of the respondents. Forty-one percent of elementary schools and 62 percent of secondary schools reported increases in enrollment. About half of the schools reported an increase in the number of courses offered, while 39 percent reported that the number of courses had remained the same. Fifteen tables present survey data. The appendices present the following: "Survey Methodology and Data Reliability"; "Tables of Standard Errors"; and examples of survey forms. (MM)

Download or read book Supplemental Tables to the NCES Report Arts Education in Public Elementary and Secondary Schools written by National Center for Education Statistics (ED) and published by . This book was released on 2012 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: These tables supplement the publication Arts Education in Public Elementary and Secondary schools: 1999-2000 and 2009-10 (NCES 2012-014). The data are from a total of seven surveys that were administered during the 2009-10 school year. At the elementary school level, the study includes a survey of school principals and three teacher-level surveys, one each for self-contained classroom teachers, music specialists, and visual arts specialists. At the secondary school level, the study includes a survey of school principals and two teacher-level surveys, one each for music specialists and visual arts specialists. Where applicable, the tables present comparisons with data that were collected in the 1999-2000 school year. (Contains 165 tables.) [For the full report, "Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10. NCES 2012-014," see ED530715.].

Download or read book A Snapshot of Arts Education in Public Elementary and Secondary Schools written by Basmat Parsad and published by . This book was released on 2011 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides selected national data on the status of arts education in public elementary and secondary schools. The findings are based on information collected through a set of seven surveys. Using its Fast Response Survey System (FRSS), the National Center for Education Statistics (NCES) in the Institute of Education Sciences (IES) conducted the surveys during the 2009-10 school year. This study is the third of its kind to be conducted by NCES to provide national data on arts education. Selected findings on elementary schools and teachers include: (1) In 2009-10, most of the nation's public elementary schools offered instruction that was designated specifically for music and visual arts (94 and 83 percent, respectively) (table 1). In comparison, 3 percent of elementary schools offered instruction that was designated specifically for dance, and 4 percent offered instruction that was designated specifically for drama/theatre; (2) Of the elementary schools that offered music, 93 percent offered instruction in that subject at least once a week, and 91 percent employed arts specialists to teach the subject in 2009-10 (table 1). Of the elementary schools that offered visual arts, 85 percent offered instruction in that subject at least once a week, and 84 percent had arts specialists teaching the subject. In elementary schools that offered dance, 53 percent offered instruction in that subject at least once a week, and 57 percent employed arts specialists to teach the subject. In elementary schools that offered drama/theatre, 58 percent offered instruction in that subject at least once a week, and 42 percent had arts specialists teaching the subject; (3) Music specialists and visual arts specialists in elementary schools reported their teaching load for all schools at which they taught during the most recent full week of teaching in the 2009-10 school year (table 2). On average, full-time music specialists spent 22 hours per week teaching 25 different music classes (i.e., different groups of students), with a class size of 19 students. On average, full-time visual arts specialists spent 22 hours per week teaching 24 different visual arts classes, with a class size of 22 students; and (4) Eighty-eight percent of classroom teachers (i.e., teachers of self-contained classrooms) in elementary schools indicated that they included arts instruction in some aspect of their classroom instructional programs in 2009-10 (table 3). Of these teachers, 6 percent taught music as a separate subject, 14 percent taught visual arts as a separate subject, 3 percent taught dance as a separate subject, and 8 percent taught drama/theatre as a separate subject. In addition, among the 88 percent of classroom teachers who included arts instruction in their classroom instructional programs, 92 percent incorporated music instruction in other subject areas, 97 percent incorporated visual arts instruction in other subject areas, 87 percent incorporated dance instruction in other subject areas, and 53 percent incorporated drama/theatre instruction in other subject areas. Selected findings on secondary schools and teachers include: (1) Ninety-one percent of public secondary schools reported that they offered music in the 2008-09 school year, 89 percent offered visual arts, 12 percent offered dance, and 45 percent offered drama/theatre (table 4); (2) Public secondary schools reported that arts specialists accounted for 97 percent of the teachers who taught music in the 2008-09 school year (table 4). In addition, arts specialists were reported to account for 94 percent of the teachers who taught visual arts, 69 percent of the teachers who taught dance, and 73 percent of the teachers who taught drama/theatre in 2008-09; and (3) Music specialists and visual arts specialists in secondary schools reported their teaching load for all schools at which they taught during the most recent full week of teaching in the 2009-10 school year (table 5). On average, full-time music specialists spent 22 hours per week teaching 8 different music classes (i.e., different groups of students), with a class size of 24 students. On average, full-time visual arts specialists spent 23 hours per week teaching 7 different visual arts classes, with a class size of 22 students. Appendices include: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaires. (Contains 14 tables and 4 footnotes.).

Download or read book Champions of Change written by Edward B. Fiske and published by . This book was released on 1999 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Music Education written by Michael L. Mark and published by Routledge. This book was released on 2013 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: Music Education: Source Readings from Ancient Greece to Today is a collection of thematically organized essays that illuminate the importance of music education to individuals, communities and nations. The fourth edition has been expanded to address the significant societal changes that have occurred since the publication of the last edition, with a greater focus on current readings in government, philosophy, psychology, curriculum, sociology, and advocacy. This comprehensive text remains an essential reference for music educators today, demonstrating the value and support of their profession in the societies in which they live [Publisher description].

Download or read book Meeting the Challenges to Measurement in an Era of Accountability written by Henry Braun and published by Routledge. This book was released on 2016-01-29 with total page 437 pages. Available in PDF, EPUB and Kindle. Book excerpt: Under pressure and support from the federal government, states have increasingly turned to indicators based on student test scores to evaluate teachers and schools, as well as students themselves. The focus thus far has been on test scores in those subject areas where there is a sequence of consecutive tests, such as in mathematics or English/language arts with a focus on grades 4-8. Teachers in these subject areas, however, constitute less than thirty percent of the teacher workforce in a district. Comparatively little has been written about the measurement of achievement in the other grades and subjects. This volume seeks to remedy this imbalance by focusing on the assessment of student achievement in a broad range of grade levels and subject areas, with particular attention to their use in the evaluation of teachers and schools in all. It addresses traditional end-of-course tests, as well as alternative measures such as portfolios, exhibitions, and student learning objectives. In each case, issues related to design and development, psychometric considerations, and validity challenges are covered from both a generic and a content-specific perspective. The NCME Applications of Educational Measurement and Assessment series includes edited volumes designed to inform research-based applications of educational measurement and assessment. Edited by leading experts, these books are comprehensive and practical resources on the latest developments in the field. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

Download or read book Critical Links written by Richard Deasy and published by . This book was released on 2002 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)

Download or read book How Art Works written by Ellen Winner and published by Oxford University Press, USA. This book was released on 2019 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: "How Art Works explores puzzles that have preoccupied philosophers as well as the general public: Can art be defined? How do we decide what is good art? Why do we gravitate to sadness in art? Why do we devalue a perfect fake? Could 'my kid have done that'? Does reading fiction enhance empathy? Drawing on careful observations, probing interviews, and clever experiments, Ellen Winner reveals surprising answers to these and other artistic mysteries. We may come away with a new understanding of how art works on us."--Jacket.

Download or read book Arts Instruction of Public School Students in the First and Third Grades written by Gregory Kienzl and published by . This book was released on 2006 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Issue Brief uses the First- and Third-Grade Spring Teacher Questionnaires of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examines public school students' receipt of arts instruction in first and third grade and the changes in weekly arts instruction between these grades. The study also looks at differences in these characteristics by community type and by school poverty status.

Download or read book Productivity and Publishing written by Margaret-Mary Sulentic Dowell and published by SAGE Publications. This book was released on 2022-02-13 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: Productivity and Publishing: Writing Processes for New Scholars & Researchers helps readers with academic writing and journal publishing by empowering them to find the writing process that works for them. Topics cover crucial issues in the writing process like writing a journal article, submitting work to journals, and setting realistic goals, with support and activities throughout.

Download or read book Theory and Practice of Computation written by Shin-ya Nishizaki and published by CRC Press. This book was released on 2020-12-10 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a collection of papers from the Ninth Workshop on Computing: Theory and Practice, WCTP 2019 devoted to theoretical and practical approaches to computation, which was organized by four top universities in Japan and the Philippines: Tokyo Institute of Technology, Osaka University, the University of the Philippines Diliman, and De La Salle University. The proceedings provide a broad overview of recent research trends in computer science research in Asia, particularly in these two countries. The papers included in the proceedings focus on both theoretical and practical aspects of computations, such as programming language theory, modeling of software systems, applications of machine learning, empathic computing, and various applications of information technology.