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 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 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 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 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 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 Arts Education in Public Elementary and Secondary Schools written by United States Department of Education Ed and published by . This book was released on 2015-02-14 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

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 Handbook of Arts Education and Special Education written by Jean B. Crockett and published by Routledge. This book was released on 2017-12-14 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Arts Education and Special Education brings together, for the first time in a single reference volume, policy, research, and practices in special education and arts education synthesized to inform stakeholders across a broad spectrum of education. This handbook encompasses arts education for students with disabilities, from pre-K through transition to postsecondary education and careers as well as community arts education, with particular attention to conceptual foundations; research-based practices; professional standards; students’ cognitive, artistic, and social growth; career education; and future directions for research and practice in special education and arts education.

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 Art in Schools written by Daniel V. Steinel and published by Rowman & Littlefield. This book was released on with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 The Work of Art in the World written by Doris Sommer and published by Duke University Press. This book was released on 2013-12-18 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Celebrating art and interpretation that take on social challenges, Doris Sommer steers the humanities back to engagement with the world. The reformist projects that focus her attention develop momentum and meaning as they circulate through society to inspire faith in the possible. Among the cases that she covers are top-down initiatives of political leaders, such as those launched by Antanas Mockus, former mayor of Bogotá, Colombia, and also bottom-up movements like the Theatre of the Oppressed created by the Brazilian director, writer, and educator Augusto Boal. Alleging that we are all cultural agents, Sommer also takes herself to task and creates Pre-Texts, an international arts-literacy project that translates high literary theory through popular creative practices. The Work of Art in the World is informed by many writers and theorists. Foremost among them is the eighteenth-century German poet and philosopher Friedrich Schiller, who remains an eloquent defender of art-making and humanistic interpretation in the construction of political freedom. Schiller's thinking runs throughout Sommer's modern-day call for citizens to collaborate in the endless co-creation of a more just and more beautiful world.

Download or read book The Encyclopedia of Middle Grades Education 2nd ed written by Steven B. Mertens and published by IAP. This book was released on 2016-08-01 with total page 471 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of The Encyclopedia of Middle Grades Education has been revised, updated, and expanded since its original publication in 2005. The Encyclopedia is a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, this is a 25% increase in the number of entries over the first edition. The Encyclopedia is aimed at a general audience including undergraduate students in middle?level teacher preparation programs, graduate students, higher education faculty, and practitioners and administrators. The comprehensive list of entries are comprised of both short entries (500 words) and longer entries (2000 words). A significant number of entries appearing in the first edition have been revised and updated. Citations and references are provided for each entry.

Download or read book Creative Intelligence in the 21st Century written by Don Ambrose and published by Springer. This book was released on 2016-07-15 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can creative individuals and societies adapt to complex 21st-century conditions? Will civilizations thrive or collapse in the decades to come if they are not creative enough, or if they are too creative? Interest in these questions is growing; however, until now there has been inadequate understanding of the socioeconomic and cultural trends and issues that influence creativity. This book provides that understanding while yielding insights from many of the world’s leading creativity researchers and educational experts. The book begins with a big-picture, interdisciplinary overview of the socioeconomic, cultural, and technological pressures emerging from 21st-century globalization and describes some ways in which those pressures simultaneously suppress, distort, and invigorate creativity in general, and creative education in particular. After that, prominent scholars of creativity and education use their impressive knowledge bases to clarify how we can adjust our thoughts and actions in order to give ourselves the best possible chances for success in this complex world. “The world’s problems are complex, messy, and seemingly intractable, but history tells us that human creativity finds solutions to even the most daunting problems. This book collects perspectives on creative development from many of the most respected scholars and educators working in creativity and innovation today, helping chart a path forward for creativity in the 21st century.” – Jonathan Plucker, Julian C. Stanley Endowed Professor of Talent Development, Johns Hopkins University “A volume taking on macro-opportunities and macroproblems by editors Ambrose and Sternberg is a treat for readers who want to think ‘big’ and think ‘forward.’ Kick back for an imaginative journey that reaches back to early global insights but propels us solidly into the 21st century and beyond.” – Ann Robinson, Past President, National Association for Gifted Children