eric.ed.gov har udgivet: The self-efficacy beliefs teachers hold about their ability to teach subjects shapes their competence in teaching. Teacher self-efficacy is defined as teacher beliefs in their ability to perform a teaching task. If teachers have strong teacher self-efficacy in the teaching of arts education, they are more likely to incorporate arts in the classroom. Alternatively, if teachers have weak teacher self-efficacy in the teaching of arts education they are less likely to include aspects of the arts in their curriculum. Little is known about teacher self-efficacy beliefs towards arts education in early childhood education. Since arts education is an important element in the curriculum of any classroom–including all early childhood classrooms–investigation of the beliefs that shape teacher practice is desirable. In 2010, a survey was distributed using convenience… Continue Reading →
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eric.ed.gov har udgivet: The discretion provided to states under the Every Student Succeeds Act (ESSA) offers new possibilities for policymakers to determine how best to allocate resources and support policies to provide students with a well-rounded education. As states begin to examine new strategies for improving student outcomes and developing the next generation of innovative, socially conscious citizens, policymakers frequently ask how to effectively accomplish this. Increasing access to arts in education by integrating it with other courses–such as math, science and language arts–is one strategy to consider. Integrating arts education–which includes dance, music, theater, media arts and visual arts–has proven beneficial in improving student learning and developing thinking skills and capacities, as well as supporting the civic skills necessary to contribute as a member of a diverse community. Expanding… Continue Reading →
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eric.ed.gov har udgivet: Rural schools are in a precarious time currently facing funding issues, decreasing resources, dwindling populations, and difficulties hiring candidates for existing vacancies. As a result, a Midwestern university’s College of Education sought to help alleviate some of those issues by exposing its pre-service teachers to the benefits of teaching in the college’s extensive rural footprint, while emphasizing a connection between school and community. Rural Arts Day (RAD) was designed to address the critical issues facing rural schools by making pre-service teachers more aware of what rural schools can offer, through an alternative field experience in a K-12 school building. With positive results, this pilot project has become the impetus for an ongoing program to be implemented on a regular basis at sites across the state. This university/school… Continue Reading →
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eric.ed.gov har udgivet: The “Framing Student Success: Connecting Rigorous Visual Arts, Math and Literacy Learning” experimental demonstration project was designed to develop and test an instructional program integrating high-quality, standards-based instruction in the visual arts, math, and literacy. Developed and implemented by arts-in-education organization Studio in a School (STUDIO), in partnership with the New York City Department of Education, the “Framing Student Success” curriculum was designed by experienced professional artist instructors collaborating with school-based visual arts, math, and literacy specialists and classroom teachers. “The Framing Student Success” curriculum units were designed to make explicit connections between subjects (visual arts and ELA or math), while maintaining the integrity, depth and rigor of instruction in both subject areas. While students were receiving arts-integrated instruction during each of the twelve six-week units, classroom… Continue Reading →
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eric.ed.gov har udgivet: This study employed survey method for exploring views of teachers toward science, technology, reading, engineering, arts and math science, technology, reading, engineering, arts and math (STREAM) education. Primary teachers were asked their views through questionnaires after STREAM education workshop. Results revealed that teachers have holistic view and having positive view towards STREAM education even though all of them are not science or mathematics teachers. Change in belief and way of practices can allow teachers to do STREAM education in every classroom, design-based learning and creative classroom should be promoted as well. However, holistic view will be more effective into classroom, technology and other supporting learning environments should be prepared. Link til kilde
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