This study examined the impact of the No Child Left Behind Act (NCLB) on visual art education based on a survey of 3,412 art educators. Key findings include:
1. Educators reported negative effects on scheduling, workloads, and funding for art programs from NCLB's increased focus on testing core subjects.
2. However, NCLB had limited negative impacts on staffing, teaching loads, and enrollments for art programs.
3. Educators generally had negative attitudes about NCLB's overall impact due to feelings of being marginalized and issues like a narrowed focus on test preparation in the classroom.
4. Some limited benefits were identified, like improved
Addressing problems with school suspension: Practice and promising strategiesLaila Bell
This presentation stems from materials prepared by Jenni Owen, Director of Policy Initiatives at Duke University for the 2010 NC Family Impact Seminar, School Suspension: Research and Policy Options, held April 27, 2010, at the North Carolina General Assembly.
Seminar materials are available at http://www.childandfamilypolicy.duke.edu/engagement/ncfis_2010.php
The present paper is an initiative to understand the intricacies of stress and its impact on faculty members
working in education sector in the new normal and the impact of this on the life of the faculty members in
general and to cite suggestions as per the research outcome. This work is mix of secondary and primary source.
For this the responses were collected from the capital region of Odisha. Total 184 responses were collected and
the data has been collected through purposive and snow ball sampling. The responses so received were used
for Chi-square testing and three hypotheses were analyzed, whereas the second phase of analysis was carried
out under perception score method with 5 point scale for professors at all the levels.
It was found that the Organizational stress & COVID-19 stress having a dominant role on the impact of
performance of professors at all levels. COVID-19 stressors have put more impact on Assistant Professors,
Associate Professors and Professors performance than the organizational stressors in this study. Research and
publication seems to be the common stress for professors at all levels. Loss of family members due to pandemic
and reduction of salary are the common contributors of stress under COVID-19.
Addressing problems with school suspension: Practice and promising strategiesLaila Bell
This presentation stems from materials prepared by Jenni Owen, Director of Policy Initiatives at Duke University for the 2010 NC Family Impact Seminar, School Suspension: Research and Policy Options, held April 27, 2010, at the North Carolina General Assembly.
Seminar materials are available at http://www.childandfamilypolicy.duke.edu/engagement/ncfis_2010.php
The present paper is an initiative to understand the intricacies of stress and its impact on faculty members
working in education sector in the new normal and the impact of this on the life of the faculty members in
general and to cite suggestions as per the research outcome. This work is mix of secondary and primary source.
For this the responses were collected from the capital region of Odisha. Total 184 responses were collected and
the data has been collected through purposive and snow ball sampling. The responses so received were used
for Chi-square testing and three hypotheses were analyzed, whereas the second phase of analysis was carried
out under perception score method with 5 point scale for professors at all the levels.
It was found that the Organizational stress & COVID-19 stress having a dominant role on the impact of
performance of professors at all levels. COVID-19 stressors have put more impact on Assistant Professors,
Associate Professors and Professors performance than the organizational stressors in this study. Research and
publication seems to be the common stress for professors at all levels. Loss of family members due to pandemic
and reduction of salary are the common contributors of stress under COVID-19.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Recipe for success maninger sam houston -focus (done)William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
M a r c h A p r i l 2 0 0 7 Vo l . 2 8 N o . 2 9 3.docxsmile790243
M a r c h / A p r i l 2 0 0 7 Vo l . 2 8 N o . 2 9 3
T H O U G H T S o n I N C I V I L I T Y:
S t u d e n t a n d Fa c u l t y Pe r c e p t i o n s
of U N C I V I L B E H AV I O R in Nursing Education
C Y N T H I A M . C L A R K A N D PA M E L A J . S P R I N G E R
CONNIE SEEMS TO CHALLENGE EVERYTHING HER NURSING PROFESSOR SAYS.
During small-group work, Connie text messages her friends and rarely pays
attention. The professor is impatient and uses harsh language with Connie in
front of other students.
T H I S S C E N A R I O, a common one in many of today’s nursing programs, is typical of sit-
uations that are at best disparaging and, under the worst circumstance, potentially violent.
Evidence suggests that incivility on American college campuses is a serious and growing
concern (1-8).
Fostering an atmosphere of civility on college campuses presents a challenge. To be “civil” is to be polite,
respectful, and decent. Conversely, “incivility ” is defined as speech or action that is disrespectful or rude and
ranges from insulting remarks and verbal abuse to explosive, violent behavior (9). Academic incivility is any
speech or action that disrupts the harmony of the teaching-learning environment. Some uncivil behaviors
can be quite disruptive and affect the academic environment so radically that learning is effectively termi-
nated (10). T H I S A R T I C L E reports on a study of perceptions of nurse faculty and nursing students in one school of
nursing regarding incivility in nursing education, its possible causes, and potential remedies.
ABSTRACT Faculty members complain about the rise of uncivil behavior in their students, and students voice similar complaints about faculty. Using
an interpretive qualitative method for research, this study examined student and faculty perceptions of incivility in nursing education, possible causes
of incivility, and potential remedies. Narrative analysis yielded the following categories: in-class disruption by students, out-of-class disruption by stu-
dents, uncivil faculty behaviors, and possible causes of incivility in nursing education. The authors argue that further research is needed to increase
awareness and understanding about academic incivility, its impact, and its psychological and social consequences.
9 4 N u r s i n g E d u c a t i o n P e r s p e c t i v e s
Review of the Literature I N C I V I L I T Y I N H I G H E R E D U C AT I O N
To create a more civil society, Eberly urges Americans to elevate
common good over self-interest, to encourage wider civic partici-
pation, and to renew social values (11). Carter believes that rude-
ness and disrespect are “the merest scratch of the surface of [our
societal] crisis” (12, p. 16) and evidence of our nation’s growing
incivility. According to Carter, selfishness and getting one’s own
needs met are crowding into the social life of America, including
our nation’s classrooms.
While academic incivility is ...
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Scope of Practice and Patient’s Healthcare Accessibility PurposLesleyWhitesidefv
Scope of Practice and Patient’s Healthcare Accessibility
Purpose
The purpose of this assignment is to identify the scope of practice in one’s state including level of independence of practice, prescribing authority, any limitations of practice, process for obtaining licensure in your state, certification and education requirements for licensure. Next, students will discuss how the level of independence of practice in their state, i.e., reduced, restricted or full practice, affects patient’s access to care in their local community.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1. Understand NP practice as defined by law (CO2)
2. Determine legislation as defined by legislation, statutes and regulations (CO2)
3. Identify barriers to ensuring patient’s rights (CO3)
Due Date: Wednesday by 11:59pm MST of Week 6
Initial responses to the discussion topic must be posted by Wednesday 11:59pm MT. Two additional posts to peers and/or faculty are due by Sunday at 11:59pm MT. Students are expected to submit assignments by the time they are due.
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday of week 6, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0).
Total Points Possible: 100
Requirements:
1. Discuss your state NP community in terms of scope of practice. Include the your state’s scope of practice for NPs including:
· Level of independence of practice **In California, NPs are required to practice under Standardized Procedure Guidelines. If CA is your intended practice state, please provide details on how Standardized Procedures Guidelines are developed in California and an example of a California SPG.
· Prescribing authority
· Any limitations of practice
· Process for obtaining licensure in your state
· Certification and education requirements for licensure.
2. If you live in a restricted or reduced practice state, how has patient care been impacted in your local community from these barriers? For instance, is the ED used for primary care? Are the EDs overcrowded with long wait times? Are there urgent care clinics readily available? Is there adequate access to primary care? If you live in a full practice, how has independent practice of the APN resulted in improved patient access to healthcare?
3. How does access to NPs impacts any healthcare disparities?
4. A scholarly resource must be used for EACH discussion question each week.
DISCUSSION CONTENT
Category
Points
%
Description
Scope of practice and NP requirements
30
30%
Provides relevant evidence of scholarly inquiry of their state’s NP scope of practice. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Practice barriers and access to healthcare
30
30%
Provides relevant evidence of scholarly inquiry of whether their state is a reduced, restricted or fu ...
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Recipe for success maninger sam houston -focus (done)William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
M a r c h A p r i l 2 0 0 7 Vo l . 2 8 N o . 2 9 3.docxsmile790243
M a r c h / A p r i l 2 0 0 7 Vo l . 2 8 N o . 2 9 3
T H O U G H T S o n I N C I V I L I T Y:
S t u d e n t a n d Fa c u l t y Pe r c e p t i o n s
of U N C I V I L B E H AV I O R in Nursing Education
C Y N T H I A M . C L A R K A N D PA M E L A J . S P R I N G E R
CONNIE SEEMS TO CHALLENGE EVERYTHING HER NURSING PROFESSOR SAYS.
During small-group work, Connie text messages her friends and rarely pays
attention. The professor is impatient and uses harsh language with Connie in
front of other students.
T H I S S C E N A R I O, a common one in many of today’s nursing programs, is typical of sit-
uations that are at best disparaging and, under the worst circumstance, potentially violent.
Evidence suggests that incivility on American college campuses is a serious and growing
concern (1-8).
Fostering an atmosphere of civility on college campuses presents a challenge. To be “civil” is to be polite,
respectful, and decent. Conversely, “incivility ” is defined as speech or action that is disrespectful or rude and
ranges from insulting remarks and verbal abuse to explosive, violent behavior (9). Academic incivility is any
speech or action that disrupts the harmony of the teaching-learning environment. Some uncivil behaviors
can be quite disruptive and affect the academic environment so radically that learning is effectively termi-
nated (10). T H I S A R T I C L E reports on a study of perceptions of nurse faculty and nursing students in one school of
nursing regarding incivility in nursing education, its possible causes, and potential remedies.
ABSTRACT Faculty members complain about the rise of uncivil behavior in their students, and students voice similar complaints about faculty. Using
an interpretive qualitative method for research, this study examined student and faculty perceptions of incivility in nursing education, possible causes
of incivility, and potential remedies. Narrative analysis yielded the following categories: in-class disruption by students, out-of-class disruption by stu-
dents, uncivil faculty behaviors, and possible causes of incivility in nursing education. The authors argue that further research is needed to increase
awareness and understanding about academic incivility, its impact, and its psychological and social consequences.
9 4 N u r s i n g E d u c a t i o n P e r s p e c t i v e s
Review of the Literature I N C I V I L I T Y I N H I G H E R E D U C AT I O N
To create a more civil society, Eberly urges Americans to elevate
common good over self-interest, to encourage wider civic partici-
pation, and to renew social values (11). Carter believes that rude-
ness and disrespect are “the merest scratch of the surface of [our
societal] crisis” (12, p. 16) and evidence of our nation’s growing
incivility. According to Carter, selfishness and getting one’s own
needs met are crowding into the social life of America, including
our nation’s classrooms.
While academic incivility is ...
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Scope of Practice and Patient’s Healthcare Accessibility PurposLesleyWhitesidefv
Scope of Practice and Patient’s Healthcare Accessibility
Purpose
The purpose of this assignment is to identify the scope of practice in one’s state including level of independence of practice, prescribing authority, any limitations of practice, process for obtaining licensure in your state, certification and education requirements for licensure. Next, students will discuss how the level of independence of practice in their state, i.e., reduced, restricted or full practice, affects patient’s access to care in their local community.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1. Understand NP practice as defined by law (CO2)
2. Determine legislation as defined by legislation, statutes and regulations (CO2)
3. Identify barriers to ensuring patient’s rights (CO3)
Due Date: Wednesday by 11:59pm MST of Week 6
Initial responses to the discussion topic must be posted by Wednesday 11:59pm MT. Two additional posts to peers and/or faculty are due by Sunday at 11:59pm MT. Students are expected to submit assignments by the time they are due.
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday of week 6, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0).
Total Points Possible: 100
Requirements:
1. Discuss your state NP community in terms of scope of practice. Include the your state’s scope of practice for NPs including:
· Level of independence of practice **In California, NPs are required to practice under Standardized Procedure Guidelines. If CA is your intended practice state, please provide details on how Standardized Procedures Guidelines are developed in California and an example of a California SPG.
· Prescribing authority
· Any limitations of practice
· Process for obtaining licensure in your state
· Certification and education requirements for licensure.
2. If you live in a restricted or reduced practice state, how has patient care been impacted in your local community from these barriers? For instance, is the ED used for primary care? Are the EDs overcrowded with long wait times? Are there urgent care clinics readily available? Is there adequate access to primary care? If you live in a full practice, how has independent practice of the APN resulted in improved patient access to healthcare?
3. How does access to NPs impacts any healthcare disparities?
4. A scholarly resource must be used for EACH discussion question each week.
DISCUSSION CONTENT
Category
Points
%
Description
Scope of practice and NP requirements
30
30%
Provides relevant evidence of scholarly inquiry of their state’s NP scope of practice. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Practice barriers and access to healthcare
30
30%
Provides relevant evidence of scholarly inquiry of whether their state is a reduced, restricted or fu ...
An American study of 12,000 18-year olds which followed them 1999 from 2009, shows the deep impact quality art education has on propensity for higher education among others. #project #study #arteducation #highereducation #education
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Digital Tools and AI for Teaching Learning and Research
Aep wire-09-2010-sabol
1. THE AEP WIRE
September 2010
Transmitting Research to the
Arts and Education Field
No Child Left Behind: A Study of Its
Impact on Art Education
Sabol, F. Robert (2010). No Child Left Behind: A Study of Its Impact on Art Education. Purdue University, West
Lafayette, Indiana.
Background
The Elementary and Secondary Education Act of 1965
(ESEA) was created to ensure a good education for all
American students regardless of differences in religion,
race, ethnicity or class. Similarly, the intent of the No Child
Left Behind Act (NCLB)—ESEA’s 2001 reauthorization—
was to ensure children fair and equal access to a highquality education. It aimed to close achievement gaps
between high- and low-performing students; minority
and non-minority students; and disadvantaged and more
advantaged students. The strong emphasis on assessment
and performance accountability born from these intentions
has affected educators in all core subject areas, including
the arts, in both positive and negative ways. In this study,
F. Robert Sabol, Ph.D., Professor of Visual and Performing
Arts at Purdue University and Chair of Purdue’s Division
of Art and Design, explores NCLB’s effects on visual art
educators and their classrooms. Sabol is the incoming
president of the National Art Education Association
(NAEA), a professional membership organization for visual
art educators. This study was supported by a grant from
the National Art Education Foundation.
Significance of the Study
The forthcoming reauthorization of the ESEA has sparked
many conversations about the skills students need for
college- and career-readiness, including skills identified
by the Partnership for 21st Century Skills (e.g. learning
and innovation; information, media and technology; life
and career skills). These conversations raise the question
of how the education system will foster college- and
career-readiness, and for purposes of this study, how the
next iteration of ESEA will affect visual art and other
HIGHLIGHTS
• Quantitative and qualitative study of visual art
educators’ opinions on the impact of NCLB on
art education. A total of 3,412 responses were
received.
• Respondents reported that NCLB has had
negative effects on scheduling, workloads and
funding for their visual art education programs.
• NCLB has had limited negative consequences
on the areas of staffing, teaching loads and
enrollments.
• Respondents reported that NCLB’s focus on
assessment has had unintended secondary
consequences on student learning, including a
narrowing of students’ interests in learning and
exploring a broad range of content.
core subject educators’ ability to teach these skills, and
consequently, students’ opportunities to learn them.
(Note: This study refers only to visual art education and
educators.)
Research Questions
1. What impact has NCLB had on art education programs’
curriculum, teaching and instructional practices,
assessment, staffing, scheduling, teaching loads, funding,
faculty workloads and enrollments?
2. How has NCLB affected art teachers’ practices related
2. to curriculum development, instruction, assessment,
workloads and professional development?
3. How has NCLB affected art educators’ attitudes and
perceptions about the status of art education in schools
and the effects NCLB has had on their programs?
4. What general benefits or drawbacks has NCLB had on
art education programs in the United States?
Methodology of the Study
Data were collected via a questionnaire that included
Likert scales, open-ended questions and demographic
items. A total of 3,412 people responded to online and
mail versions of the survey. A random selection of 3,050
NAEA members from the Elementary, Middle, Secondary,
Supervision and Administration, Higher Education and
Museum Education membership divisions comprised 89%
of the total number of respondents. Data were collected
between October 2008 and March 2009.
Summary of Findings
Sabol states the following five conclusions about NCLB’s
effects on education systems and individual visual art
educators:
1. “Members of the art education teaching profession
are ‘highly qualified’.”
As defined by NCLB, “highly qualified teachers” have at
least a bachelor’s degree, full State certification, and
demonstrated knowledge in the core academic subject they
teach. Survey respondents have taught an average of 16
years, and just over three-fourths (76%) hold graduate
degrees. The majority of respondents (91%) stated that
they were highly qualified by this definition. Just over
half (52%) of this 91% stated they were already highly
qualified before entering the field and before NCLB took
effect. Conversely, just over one-fifth (22%) reported that
NCLB contributed to making them highly qualified. Nearly
half (48%) of the respondents felt they had an “average”
knowledge of NCLB while 37% felt their knowledge was
“above average.” Seven percent reported their knowledge
level as “excellent.” Overall, on the question of whether
NCLB contributed to making visual art educators better
teachers, a majority of respondents (61%) disagreed NCLB
has made a contribution, while one-fifth (20%) agreed,
and an additional one-fifth was undecided.
2. “In some areas art programs have experienced
limited negative consequences because of NCLB.”
Although all areas of visual art education programs
covered by the study were affected by NCLB, the effects
were less pronounced in some areas than in others. For
example, the findings suggest that visual art education
programs generally have not experienced negative
consequences in the areas of staffing, teaching loads
and enrollments because of NCLB. Fully two-thirds of
respondents (68%) reported that the number of visual
art teachers in their school districts has stayed the same
under NCLB. Likewise, roughly the same percentage
(65%) of respondents reported that their teaching loads
(i.e. the number of classes or courses taught) have stayed
the same, although over half (58%) said that individual
workloads have increased because of NCLB. Additionally,
nearly two-thirds (62%) reported that enrollments in
their art programs have stayed the same and that NCLB
has not played a role in either increasing or decreasing
enrollments.
3. 3. “NCLB has created a number of negative effects on art
education programs.”
Findings from the study identified a number of areas
where visual art education programs have experienced
significant negative effects, which teachers in those
programs attributed to the restructuring of educational
priorities resulting from NCLB. For example, respondents
reported that NCLB has had negative effects on scheduling,
workloads, and funding for their art education programs. A
vast majority of respondents (84%) reported that because
of NCLB, schedules in their programs either have increased
interruptions, conflicts and problems, or have become more
complicated. Among the 58% of respondents that reported
workload increases, one reason cited was additional work
required to compensate for cuts to art curriculum content
as a result of NCLB. Another was additional assignments
to teach remedial students or supervise non-art related
activities. While just over half of the respondents (53%)
reported that funding had stayed the same, 43% reported
that funding had decreased in all or some areas of their
programs, particularly in the area of funding for studio
materials.
4. “Art educators generally have negative attitudes
about the overall impact NCLB has had on art education
programming.”
Nearly three-quarters (73%) of respondents disagreed that
NCLB positively affected their attitudes about being an art
educator. While there were no open-ended questions about
educators’ attitudes, a number of respondents offered
statements about feeling marginalized and devalued by
colleagues, students and school administration. Nearly all
respondents (89%) disagreed that NCLB had a positive
effect on faculty morale. Educators described feelings
of competition with non-arts educators, decreased work
ethic in new teachers and increased disagreements with
administration. Respondents also indicated that NCLB’s focus
on assessment has had unintended secondary effects on
student learning. For example, 67% of respondents felt that
NCLB did not make their students become better learners.
Several respondents described a narrowing of students’
interest in learning and exploring a broad range of content:
students want to know exactly what material will be tested
and the simplest answers to questions. Respondents felt that
this narrowing was a direct effect of strong emphasis on
testing and has also contributed to a decline in the quality
of student work.
5. “Some aspects of art education programs have
experienced positive affects from NCLB.”
When asked in an open-ended question to identify
benefits related to NCLB for their programs or schools,
overwhelmingly the most common response was “no
benefits” (84%). However, benefits were identified in other
respondents’ comments. Respondents identified 30 different
aspects of their art programs that were positively affected
by NCLB. The two most frequently cited benefits were
improved credibility for art education (11%) and improved
art curriculum (10%). Other responses included better
assessment tools, improved art instruction and increased
accountability for art education. Respondents also
identified the actions they took to improve their curriculum.
The most frequently cited action was increased emphasis
and focus on state and/or national standards (60%)
followed by increased time spent on curriculum building
and revision (43%). It is also important to note that while
the majority of respondents did not feel NCLB has had a
positive impact on their programs, a smaller percentage—
fewer than one in four (23%)—agreed that the quality of
education in their schools has improved because of NCLB.
From these findings, Sabol makes the following
recommendations:
• Visual art education must be at the core of education
in public schools.
• Art educators must be provided professional
development that will expand their knowledge and
skills for providing quality education in the visual arts.
• Art educators must be allowed to concentrate their full
effort toward providing quality art education for their
students.
• Visual art curricula, instruction and assessments must
be revised, developed and expanded to provide the
finest quality of education possible.
• Visual art educators must be given resources necessary
for providing quality education in the visual arts.
Limitations of the Study
Participants’ responses to the survey items are not
consistently disaggregated to show which instructional
levels are represented and in what proportions they
responded. Responses to several questions were reported
with no disaggregation at all, making it difficult to assess
educators’ opinions on NCLB’s effects at each level. Also,
because of the qualitative nature of this study, quantifiable,
measurable data on the effects of the law cannot be
extrapolated to complement educators’ opinions and
perceptions.
4. Interpretation
Policies that influence classroom conditions and hinder
educators’ ability to teach also hinder students’ opportunity
to learn skills for college- and career-readiness as well as
general life skills. Teachers who feel limited by inadequate
resources, poor student attitudes and lack of control over
class content may feel less motivated in their classrooms
and dissuaded from seeking professional development. This
could have significant implications on the professionalism of
the field.
“Elementary and Secondary Education Act of 1965.” Major
Acts of Congress. Ed. Brian K. Landsberg. Macmillan-Thomson Gale, 2004. eNotes.com. 2006. Retrieved 7/29/10
http://www.enotes.com/major-acts-congress/elementarysecondary-education-act
AEP Recommendations
• Further research should be conducted on NCLB’s effects
on all forms of arts education at each instructional level
to demonstrate the law’s effects on student progress
in the arts and trends in teacher practices as the
standards evolve across grade levels.
• Those concerned about NCLB’s effects on learning in
all of the arts should monitor the activities surrounding
the next iteration of ESEA. Qualitative data on the
benefits of arts education coupled with quantifiable,
measurable data may support arguments about the
necessity of quality arts programming in a complete
education.
• Educators should be provided with professional
development opportunities to gain skills for effective
cross-curricular instruction between all art forms and
other core courses. Integrated curriculum increases
students’ opportunities to develop higher-order thinking
skills and apply them in various contexts.
Sources
Hopkins, Leigh (2007). No Child Left Behind: US Education
Act in Simple Terms. Retrieved 7/19/2010 http://educationalissues.suite101.com/article.cfm/no_child_left_behind.
U.S. Department of Education (2002). No Child Left Behind.
Retrieved 7/19/2010 http://www2.ed.gov/policy/elsec/
leg/esea02/pg2.html
Spellings, Margaret (2005). Letter to Chief State School
Officers. Retrieved 7/21/10
http://www2.ed.gov/policy/elsec/guid/secletter/051021.html
Partnership for 21st Century Skills (2004). “Twenty-First
Century Student Outcomes.” Retrieved 7/28/10
http://p21.org/index.php?option=com_content&task=view
&id=254&Itemid=120
The AEP Wire is written by:
Sandra Ruppert, Director
Michael Sikes, Ph.D., Senior Associate for Research
and Policy
Laura Smyth, Ph.D., Senior Associate for
Communications and Partnerships
Cristine Davis, Program Associate
Andrea Kreuzer, Program Assistant
The Arts Education Partnership was established
in 1995 and is supported by the National
Endowment for the Arts and the U.S. Department of
Education in cooperation with the Council of Chief State
School Officers and the National Assembly of State Arts
Agencies.