This document summarizes a dissertation about classroom teachers' beliefs about art education paradigms in Lagos State, Nigeria. It finds that most teachers favor an integrated "fusion" approach drawing from multiple paradigms, including child-centered, discipline-based art education, and Nigerian cultural arts education. However, teachers' knowledge of the official Nigerian curriculum is limited. The study aims to improve art education by better understanding teachers' perspectives.
1) The collection on magnets for third grade needs updating as the current ratio of students to books is 12.9 to 1, and materials are from 1999-2004. Additional titles in English and Spanish are needed across reading levels.
2) No resources are available in languages other than English despite the school serving ESOL students. New audio/visual materials like DVDs and e-books are also needed.
3) A proposed order of $1,736.36 was made for 46 books, 5 e-books, 4 DVDs, 2 CD-ROMs, 2 science kits, and 2 Spanish books to improve the collection.
This document summarizes the Journal of Education in Developing Areas (JEDA), which is published twice a year by the Faculty of Education at the University of Port Harcourt in Nigeria. JEDA focuses on issues related to education with implications for developing areas. It aims to analyze educational theories and issues, disseminate research findings, and discuss ideas to improve education. The document provides information for authors on submitting articles and the editorial board for the journal.
1) The document describes a collection development plan for the Youth Elementary School library to support the 3rd grade physical science curriculum on magnets and magnetism.
2) It finds that the current collection has a ratio of 12.9 students to 1 book on magnets and needs additional materials, including books below and above reading level, Spanish titles, DVDs, e-books for upcoming e-readers, and other audio/visual items.
3) A proposed budget of $1736.36 was found to acquire 46 books, 5 e-books, 2 Spanish books, 4 DVDs, 2 CD-ROMs, and 2 science sets to support the magnets unit, well below the $4000 allotment
1. Distance education has existed since the 19th century, originally using correspondence via mail. Technological advances like radio, television, and the internet have expanded the delivery methods for distance education over time.
2. In Brazil, distance education experiences began in 1939 and have grown significantly in recent decades to include both formal education and vocational training using various technologies.
3. Today, distance education can provide students flexibility to learn remotely using internet resources while still allowing for some classroom activities. It has grown rapidly in Brazil, with over 3.5 million students enrolled in 2011, especially in free courses.
NACME has worked since 1974 to increase underrepresented minority students in engineering by providing over $114 million in scholarships and support services to more than 22,000 students. It partners with 160 colleges and universities as well as leading corporations. NACME aims to sustain and grow the pool of underrepresented minority students in engineering through various pre-engineering, university, and research programs. One such program is a partnership with the Academy of Engineering to establish small learning communities in high schools to recruit more students, especially women and underrepresented minorities, into engineering careers and prepare them for postsecondary engineering programs.
The attitudes towards e learning of students and teachers at a vietnamese eng...MattThird
The document summarizes a dissertation that investigated attitudes towards e-learning among students and teachers at a Vietnamese English center. A questionnaire was administered to 10 students and interviews were conducted with 3 teachers to examine perceptions of e-learning practices, benefits/drawbacks, and impacts on teaching and learning. The findings suggested the institution provided favorable conditions for e-learning. Both students and teachers expressed awareness of advantages from e-learning but also pointed to obstacles like inadequate training and computer inexperience. Improvements in communication, information searching, and parent involvement were emphasized impacts.
How I Tunes U And Podcasting Are Transforming The Academic Experience?Bahar Anahmias
Podcasting and iTunes U are transforming higher education by allowing students to access course materials like lectures anytime on their mobile devices. Some universities are fully embracing these technologies by making all their course content available on iTunes U, while others are taking a more gradual approach and only providing supplemental materials. While these new methods offer flexibility for students, they also pose challenges for universities and academics in adapting teaching styles and managing their professional identities in a changing educational landscape.
1) The collection on magnets for third grade needs updating as the current ratio of students to books is 12.9 to 1, and materials are from 1999-2004. Additional titles in English and Spanish are needed across reading levels.
2) No resources are available in languages other than English despite the school serving ESOL students. New audio/visual materials like DVDs and e-books are also needed.
3) A proposed order of $1,736.36 was made for 46 books, 5 e-books, 4 DVDs, 2 CD-ROMs, 2 science kits, and 2 Spanish books to improve the collection.
This document summarizes the Journal of Education in Developing Areas (JEDA), which is published twice a year by the Faculty of Education at the University of Port Harcourt in Nigeria. JEDA focuses on issues related to education with implications for developing areas. It aims to analyze educational theories and issues, disseminate research findings, and discuss ideas to improve education. The document provides information for authors on submitting articles and the editorial board for the journal.
1) The document describes a collection development plan for the Youth Elementary School library to support the 3rd grade physical science curriculum on magnets and magnetism.
2) It finds that the current collection has a ratio of 12.9 students to 1 book on magnets and needs additional materials, including books below and above reading level, Spanish titles, DVDs, e-books for upcoming e-readers, and other audio/visual items.
3) A proposed budget of $1736.36 was found to acquire 46 books, 5 e-books, 2 Spanish books, 4 DVDs, 2 CD-ROMs, and 2 science sets to support the magnets unit, well below the $4000 allotment
1. Distance education has existed since the 19th century, originally using correspondence via mail. Technological advances like radio, television, and the internet have expanded the delivery methods for distance education over time.
2. In Brazil, distance education experiences began in 1939 and have grown significantly in recent decades to include both formal education and vocational training using various technologies.
3. Today, distance education can provide students flexibility to learn remotely using internet resources while still allowing for some classroom activities. It has grown rapidly in Brazil, with over 3.5 million students enrolled in 2011, especially in free courses.
NACME has worked since 1974 to increase underrepresented minority students in engineering by providing over $114 million in scholarships and support services to more than 22,000 students. It partners with 160 colleges and universities as well as leading corporations. NACME aims to sustain and grow the pool of underrepresented minority students in engineering through various pre-engineering, university, and research programs. One such program is a partnership with the Academy of Engineering to establish small learning communities in high schools to recruit more students, especially women and underrepresented minorities, into engineering careers and prepare them for postsecondary engineering programs.
The attitudes towards e learning of students and teachers at a vietnamese eng...MattThird
The document summarizes a dissertation that investigated attitudes towards e-learning among students and teachers at a Vietnamese English center. A questionnaire was administered to 10 students and interviews were conducted with 3 teachers to examine perceptions of e-learning practices, benefits/drawbacks, and impacts on teaching and learning. The findings suggested the institution provided favorable conditions for e-learning. Both students and teachers expressed awareness of advantages from e-learning but also pointed to obstacles like inadequate training and computer inexperience. Improvements in communication, information searching, and parent involvement were emphasized impacts.
How I Tunes U And Podcasting Are Transforming The Academic Experience?Bahar Anahmias
Podcasting and iTunes U are transforming higher education by allowing students to access course materials like lectures anytime on their mobile devices. Some universities are fully embracing these technologies by making all their course content available on iTunes U, while others are taking a more gradual approach and only providing supplemental materials. While these new methods offer flexibility for students, they also pose challenges for universities and academics in adapting teaching styles and managing their professional identities in a changing educational landscape.
Research output and pattern of publication among faculty in nigerian private ...Alexander Decker
This document summarizes a study that investigated the research output and publication patterns of faculty at Babcock University in Nigeria. The study collected data through a questionnaire from 154 faculty members about their publications over time in various formats such as books, book chapters, journal articles, conference proceedings, and technical reports. The results showed that faculty status, qualifications, and gender all had a significant relationship with patterns of research output and publication. It was recommended that mentoring, international collaboration, and encouraging different publication formats by gender could help improve faculty research productivity at the university.
This study sought to determine the potential place of Afrikaans and IsiXhosa as
indigenous languages to promote communication education in South African
Universities. This study examined the approaches and curriculum development of the
use of Afrikaans and IsiXhosa to teach journalism trainees in Rhodes and North-West
Universities. For the purpose of this study, uses and gratification theory was employed
to examine how communication and engineering instructors have adopted Afrikaans
and IsiXhosa to teach and train students in the field of engineering and journalism. The
method adopted for this study was a mixed method approach combining qualitative
content analysis, observation and interviews. Furthermore, a review of previous studies
on the adoption of Afrikaans and IsiXhosa for communication and engineering
education was examined. The result showed that many of communication and
engineering trainers believed that the use of Afrikaans for communication and
engineering education aids socio-cultural development among white South Africans.
From the findings, it was observed that the idea of integrating Afrikaans and IsiXhosa
to teach journalism was premised on promoting local identities. Interestingly, the result
This document summarizes a case study on teaching sport philosophy online to Italian university students. It argues that online teaching can be as effective as face-to-face, and may even encourage reflection, critical thinking, and community through flexible scheduling. The case study analyzed how open online resources were used to teach sport philosophy, a subject not normally included in sport science curricula. The results suggest online learning is suitable for introducing philosophical reflection and debate into sport-related fields.
This document provides an overview of a session on innovations in schooling and other educational institutions in developing countries. It discusses the challenges faced in meeting education demands in the 21st century. It then considers alternative schooling approaches that aim to cater to learners who lack access to formal schools or resources, such as open schooling, interactive radio instruction, and distance learning initiatives. The session contextualizes these approaches within international development goals and the roles of organizations in promoting non-formal education. Learning outcomes, case studies of programs, and debates on private sector involvement are also covered.
Arum suryaningsih k 062 2020_b_jurnal 1ArumKusmawati
This document summarizes a journal article about teaching sport philosophy online to Italian university students. It discusses how online teaching can effectively achieve the goals of teaching philosophy, which include acquainting students with literature, developing reasoning skills, and forming personal positions. While some are skeptical of online teaching, the case study showed it encouraged reflection, critical thinking, and learning communities by meeting students' needs and allowing flexibility. Teaching philosophy online can benefit students who otherwise may not have access and can foster critical analysis of sport.
Open and distance education as a strategy for improving higher education in t...Alexander Decker
The document discusses open and distance education (ODE) as a strategy to improve access to higher education in Kenya, using the University of Nairobi as a case study. It notes that only 2% of Kenyans have a university education, despite higher demand, and advocates for adopting ODE to increase access. The University of Nairobi has embraced ODE and now offers several degree programs through distance learning with over 10,000 students enrolled. The goals of ODE at the University of Nairobi are to provide learning opportunities for those who cannot secure places in traditional programs and to cater to working professionals by allowing flexible study.
Reading habits and library use among students of information resources manage...Alexander Decker
This document summarizes a study that investigated the reading habits and library use of students in the Information Resources Management department at Babcock University in Nigeria. The study found that most respondents spend over an hour reading per day, primarily for entertainment. They mostly read newspapers and magazines. In terms of library use, most respondents browsed shelves for materials, consulted staff, and used online databases, while e-books were the least used resource. Despite using most library resources, visits to the library were not very popular. The study concluded that while students engage in reading, most activities occur outside the university library. It recommends students make regular library use to gain experience and explore e-books through the internet.
The document traces the history of distance education from the 1800s to present day. It discusses early forms like correspondence courses through mail and Isaac Pitman's pioneering work in the 1840s. Universities began offering distance education through radio and television in the early 1900s and 1950s. Today, almost all colleges offer online courses and some specialize exclusively in distance education programs.
To adjust oneself in modern scientific world, and to understand an environment in which industrial technology and science play an ever more important role, man needs a solid grounding in science. The initial scientific knowledge he has given in the course of regular schooling is no longer enough. From the point of view both of knowledge and of methods, the education must continue throughout his working life. Education is a lifelong process. The growing need for scientific knowledge and training, due to the evaluation of the modern world and the rapid spread of education, has been analysed and is now widely recognized. In face of that need, it would seem logical to give emphasis on the most modern educational technologies, and in particular, to make a wide spread mass use of television techniques, internet, multimedia etc. This study investigated the impact of information and communication technology (ICT) on Achievement of Students in Chemistry at Secondary Level. For the purpose, a list of secondary school of CBSE and U.P. Board are prepared and four institutions were selected with the help of lottery method. The selected samples of four schools were randomly divided into two groups Experimental groups and Controlled groups. The required data was collected at two stages as pre-test and post test scores from the achievement test in chemistry. Data was analysed quantitatively employing statistical techniques of mean, S.D. and t-test.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
DETERMINE THE USE OF SMARTPHONES IN THE CLASSROOM TO ENHANCE STUDENTS LEARNIN...ArtisMcCoy2014
The study utilizes three groups of students; two groups which are the sample pool and a third group as the control group. The intent of the project is to determine if the use of smartphones in the classroom enhance students learning the content. To determine this; surveys, interviews, and assessments were used. Host school: Lamar University at
Beaumont, Texas, 2013 by Artis R. McCoy(www.mccoyartis
@yahoo.com).
Increasing Access to and Quality of Open and Distance Learning Programmes thr...iosrjce
This study sought to explore how technology-driven pedagogy can be utilised in order to increase
access to and quality of Open and Distance Learning (ODL) programmes at Zimbabwe Open University (ZOU).
The study adopted the qualitative research methodology and utilised the case study design. The population of
the study comprised all Regional Programme Coordinators (RPCs) in the 10 regional centres of ZOU. A sample
of 30 (N=30) RPCs from all the Regional Centres was used while Convenience sampling was adopted in coming
up with the sample. The researchers were the primary research instruments and they utilised Questerviews and
Focus Group Discussions (FGDs) in gathering data. Thematic content analysis (TCA) was used to discuss and
analyse research findings. The study found out that ZOU’s Regional Centres have functional computer
laboratories and that students accessed e-resources including e-books and journals from regional libraries.
Face-to-face tutorials and use of print modules are still dominant and in instances where students do not have
hard copy modules, RPCs emailed them soft copies for use. The study also revealed that RPCs encourage
students to utilise technology for research and communication and ZOU has since introduced Students Chatgroup
and the use of Turnitin originality check as well as My-Vista which are both platforms for ODL through
ICT use. The study concluded that technology-driven pedagogy has the potential to increase access to and
improve the quality of ODL programmes. It further concluded that despite the perceived challenges, ZOU is on
course to embrace technology-driven pedagogy as evidenced by its current level of ICT utilisation. The study
recommended that there is need for a University policy to guide the implementation of technology-driven
pedagogy and that ZOU as well as other similar institutions should maximally utilize technology in teaching
and learning in order to increase access to and quality of ODL. Future research on technology driven-driven
pedagogy should be university wide instead of focusing on a single area as in the current study.
Promoting Female Students Interests in Studying with Educational TechnologyIJITE
Numerous studies have discussed gender differences in technology education, and have demonstrated that male students have more confidence in using technology than do female students. Female students’ lack of interest is due to the pedagogical approaches favoring male values. By contrast, no previous research on the integration of technology in English as a foreign language has investigated gender differences and the level of confidence of students in using technology in the classroom. This study aims to investigate the perceptions of students’ use of technology in the field of English applied foreign languages and check their perceptions about the use of computer technology. For this purpose, students enrolled in a conventional class of second year license degree in Applied Foreign Languages were interviewed and answered a questionnaire. The results of this study show that female students are highly likely to gain more confidence when given activities that match their learning interests.
This chapter introduces an art education program called the "blackbox exercise" run by an art organization called Zuni Icosahedron in 1995. The program received mixed reactions from teachers. The author conducted a case study of the program as their interest was piqued. Major findings from the case study highlighted conflicts between the values promoted by the program and demands placed on schools. This sets the background for the main study to investigate art teachers' conceptions of teaching art and how they are formed. Research questions are then proposed to address the gap between views of art education in schools versus alternative programs.
This chapter introduces an art education program called the "blackbox exercise" launched by an art organization called Zuni Icosahedron. The program received mixed reactions from teachers. The author conducted a case study of the program as their interest was piqued. Major findings from the case study highlighted conflicts between the values promoted by the art organization versus demands from schools. This sets the background for the research questions explored in the main study, which focuses on investigating art teachers' conceptions of teaching art.
Art criticism through multisensory instructionIla Angah
This document provides information for users about how manuscripts are reproduced from microfilm masters for distribution. It notes that the quality of reproductions depends on the quality of the original submitted copy. Issues like poor print, images, or formatting can negatively impact the reproduction. Missing or unauthorized removed pages will be noted. Oversize materials are reproduced through sectioning. Included photographs are reproduced using xerography. Higher quality prints of images are available for purchase.
This manuscript describes how it has been reproduced from a microfilm master and discusses factors that can affect the quality of the reproduction such as poor print quality, margins, or alignment. It also notes that if pages are missing from the original manuscript submitted to UMI, or if copyrighted material had to be removed, there will be a note indicating this.
This document provides background information on the challenges of determining school performance and effectiveness. Traditional methods such as test scores, accreditation, and curriculum audits are discussed as well as quality models from business. The study aims to investigate educators' perceptions of school performance using criteria from the Malcolm Baldrige National Quality Award and determine if perceptions differ based on educator role or district size.
ABSTRACT
Many engineering subjects are highly mathematical, analytical and descriptive. To make students understand the basic concepts, theory, analysis, design and application, new teaching-learning systems need to be explored. One of these is the Start-Stop-Continue technique. From the present study, it is concluded that given an ambient environment, the learning process can be made very effective and all the course objectives can be achieved. Action research has helped in empowering the students in acquiring knowledge. With this approach, the students’ performance has improved from mediocre to very
good.
This is a presentation about a research project on Emerging Technologies in South African Higher Education Institutions and their impact on transforming teaching and learning. It is a description of the project
This document summarizes an ongoing research project investigating the use of emerging technologies to transform teaching and learning across higher education institutions in South Africa. The project involves researchers from 8 universities collaborating to understand current technology uses, identify innovative practices, and develop models to inform future transformation through qualitative case studies and theoretical analysis. So far the team has conducted an initial literature review and survey of technology uses, with future plans including in-depth case studies of innovative practices and developing recommendations.
Research output and pattern of publication among faculty in nigerian private ...Alexander Decker
This document summarizes a study that investigated the research output and publication patterns of faculty at Babcock University in Nigeria. The study collected data through a questionnaire from 154 faculty members about their publications over time in various formats such as books, book chapters, journal articles, conference proceedings, and technical reports. The results showed that faculty status, qualifications, and gender all had a significant relationship with patterns of research output and publication. It was recommended that mentoring, international collaboration, and encouraging different publication formats by gender could help improve faculty research productivity at the university.
This study sought to determine the potential place of Afrikaans and IsiXhosa as
indigenous languages to promote communication education in South African
Universities. This study examined the approaches and curriculum development of the
use of Afrikaans and IsiXhosa to teach journalism trainees in Rhodes and North-West
Universities. For the purpose of this study, uses and gratification theory was employed
to examine how communication and engineering instructors have adopted Afrikaans
and IsiXhosa to teach and train students in the field of engineering and journalism. The
method adopted for this study was a mixed method approach combining qualitative
content analysis, observation and interviews. Furthermore, a review of previous studies
on the adoption of Afrikaans and IsiXhosa for communication and engineering
education was examined. The result showed that many of communication and
engineering trainers believed that the use of Afrikaans for communication and
engineering education aids socio-cultural development among white South Africans.
From the findings, it was observed that the idea of integrating Afrikaans and IsiXhosa
to teach journalism was premised on promoting local identities. Interestingly, the result
This document summarizes a case study on teaching sport philosophy online to Italian university students. It argues that online teaching can be as effective as face-to-face, and may even encourage reflection, critical thinking, and community through flexible scheduling. The case study analyzed how open online resources were used to teach sport philosophy, a subject not normally included in sport science curricula. The results suggest online learning is suitable for introducing philosophical reflection and debate into sport-related fields.
This document provides an overview of a session on innovations in schooling and other educational institutions in developing countries. It discusses the challenges faced in meeting education demands in the 21st century. It then considers alternative schooling approaches that aim to cater to learners who lack access to formal schools or resources, such as open schooling, interactive radio instruction, and distance learning initiatives. The session contextualizes these approaches within international development goals and the roles of organizations in promoting non-formal education. Learning outcomes, case studies of programs, and debates on private sector involvement are also covered.
Arum suryaningsih k 062 2020_b_jurnal 1ArumKusmawati
This document summarizes a journal article about teaching sport philosophy online to Italian university students. It discusses how online teaching can effectively achieve the goals of teaching philosophy, which include acquainting students with literature, developing reasoning skills, and forming personal positions. While some are skeptical of online teaching, the case study showed it encouraged reflection, critical thinking, and learning communities by meeting students' needs and allowing flexibility. Teaching philosophy online can benefit students who otherwise may not have access and can foster critical analysis of sport.
Open and distance education as a strategy for improving higher education in t...Alexander Decker
The document discusses open and distance education (ODE) as a strategy to improve access to higher education in Kenya, using the University of Nairobi as a case study. It notes that only 2% of Kenyans have a university education, despite higher demand, and advocates for adopting ODE to increase access. The University of Nairobi has embraced ODE and now offers several degree programs through distance learning with over 10,000 students enrolled. The goals of ODE at the University of Nairobi are to provide learning opportunities for those who cannot secure places in traditional programs and to cater to working professionals by allowing flexible study.
Reading habits and library use among students of information resources manage...Alexander Decker
This document summarizes a study that investigated the reading habits and library use of students in the Information Resources Management department at Babcock University in Nigeria. The study found that most respondents spend over an hour reading per day, primarily for entertainment. They mostly read newspapers and magazines. In terms of library use, most respondents browsed shelves for materials, consulted staff, and used online databases, while e-books were the least used resource. Despite using most library resources, visits to the library were not very popular. The study concluded that while students engage in reading, most activities occur outside the university library. It recommends students make regular library use to gain experience and explore e-books through the internet.
The document traces the history of distance education from the 1800s to present day. It discusses early forms like correspondence courses through mail and Isaac Pitman's pioneering work in the 1840s. Universities began offering distance education through radio and television in the early 1900s and 1950s. Today, almost all colleges offer online courses and some specialize exclusively in distance education programs.
To adjust oneself in modern scientific world, and to understand an environment in which industrial technology and science play an ever more important role, man needs a solid grounding in science. The initial scientific knowledge he has given in the course of regular schooling is no longer enough. From the point of view both of knowledge and of methods, the education must continue throughout his working life. Education is a lifelong process. The growing need for scientific knowledge and training, due to the evaluation of the modern world and the rapid spread of education, has been analysed and is now widely recognized. In face of that need, it would seem logical to give emphasis on the most modern educational technologies, and in particular, to make a wide spread mass use of television techniques, internet, multimedia etc. This study investigated the impact of information and communication technology (ICT) on Achievement of Students in Chemistry at Secondary Level. For the purpose, a list of secondary school of CBSE and U.P. Board are prepared and four institutions were selected with the help of lottery method. The selected samples of four schools were randomly divided into two groups Experimental groups and Controlled groups. The required data was collected at two stages as pre-test and post test scores from the achievement test in chemistry. Data was analysed quantitatively employing statistical techniques of mean, S.D. and t-test.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
DETERMINE THE USE OF SMARTPHONES IN THE CLASSROOM TO ENHANCE STUDENTS LEARNIN...ArtisMcCoy2014
The study utilizes three groups of students; two groups which are the sample pool and a third group as the control group. The intent of the project is to determine if the use of smartphones in the classroom enhance students learning the content. To determine this; surveys, interviews, and assessments were used. Host school: Lamar University at
Beaumont, Texas, 2013 by Artis R. McCoy(www.mccoyartis
@yahoo.com).
Increasing Access to and Quality of Open and Distance Learning Programmes thr...iosrjce
This study sought to explore how technology-driven pedagogy can be utilised in order to increase
access to and quality of Open and Distance Learning (ODL) programmes at Zimbabwe Open University (ZOU).
The study adopted the qualitative research methodology and utilised the case study design. The population of
the study comprised all Regional Programme Coordinators (RPCs) in the 10 regional centres of ZOU. A sample
of 30 (N=30) RPCs from all the Regional Centres was used while Convenience sampling was adopted in coming
up with the sample. The researchers were the primary research instruments and they utilised Questerviews and
Focus Group Discussions (FGDs) in gathering data. Thematic content analysis (TCA) was used to discuss and
analyse research findings. The study found out that ZOU’s Regional Centres have functional computer
laboratories and that students accessed e-resources including e-books and journals from regional libraries.
Face-to-face tutorials and use of print modules are still dominant and in instances where students do not have
hard copy modules, RPCs emailed them soft copies for use. The study also revealed that RPCs encourage
students to utilise technology for research and communication and ZOU has since introduced Students Chatgroup
and the use of Turnitin originality check as well as My-Vista which are both platforms for ODL through
ICT use. The study concluded that technology-driven pedagogy has the potential to increase access to and
improve the quality of ODL programmes. It further concluded that despite the perceived challenges, ZOU is on
course to embrace technology-driven pedagogy as evidenced by its current level of ICT utilisation. The study
recommended that there is need for a University policy to guide the implementation of technology-driven
pedagogy and that ZOU as well as other similar institutions should maximally utilize technology in teaching
and learning in order to increase access to and quality of ODL. Future research on technology driven-driven
pedagogy should be university wide instead of focusing on a single area as in the current study.
Promoting Female Students Interests in Studying with Educational TechnologyIJITE
Numerous studies have discussed gender differences in technology education, and have demonstrated that male students have more confidence in using technology than do female students. Female students’ lack of interest is due to the pedagogical approaches favoring male values. By contrast, no previous research on the integration of technology in English as a foreign language has investigated gender differences and the level of confidence of students in using technology in the classroom. This study aims to investigate the perceptions of students’ use of technology in the field of English applied foreign languages and check their perceptions about the use of computer technology. For this purpose, students enrolled in a conventional class of second year license degree in Applied Foreign Languages were interviewed and answered a questionnaire. The results of this study show that female students are highly likely to gain more confidence when given activities that match their learning interests.
This chapter introduces an art education program called the "blackbox exercise" run by an art organization called Zuni Icosahedron in 1995. The program received mixed reactions from teachers. The author conducted a case study of the program as their interest was piqued. Major findings from the case study highlighted conflicts between the values promoted by the program and demands placed on schools. This sets the background for the main study to investigate art teachers' conceptions of teaching art and how they are formed. Research questions are then proposed to address the gap between views of art education in schools versus alternative programs.
This chapter introduces an art education program called the "blackbox exercise" launched by an art organization called Zuni Icosahedron. The program received mixed reactions from teachers. The author conducted a case study of the program as their interest was piqued. Major findings from the case study highlighted conflicts between the values promoted by the art organization versus demands from schools. This sets the background for the research questions explored in the main study, which focuses on investigating art teachers' conceptions of teaching art.
Art criticism through multisensory instructionIla Angah
This document provides information for users about how manuscripts are reproduced from microfilm masters for distribution. It notes that the quality of reproductions depends on the quality of the original submitted copy. Issues like poor print, images, or formatting can negatively impact the reproduction. Missing or unauthorized removed pages will be noted. Oversize materials are reproduced through sectioning. Included photographs are reproduced using xerography. Higher quality prints of images are available for purchase.
This manuscript describes how it has been reproduced from a microfilm master and discusses factors that can affect the quality of the reproduction such as poor print quality, margins, or alignment. It also notes that if pages are missing from the original manuscript submitted to UMI, or if copyrighted material had to be removed, there will be a note indicating this.
This document provides background information on the challenges of determining school performance and effectiveness. Traditional methods such as test scores, accreditation, and curriculum audits are discussed as well as quality models from business. The study aims to investigate educators' perceptions of school performance using criteria from the Malcolm Baldrige National Quality Award and determine if perceptions differ based on educator role or district size.
ABSTRACT
Many engineering subjects are highly mathematical, analytical and descriptive. To make students understand the basic concepts, theory, analysis, design and application, new teaching-learning systems need to be explored. One of these is the Start-Stop-Continue technique. From the present study, it is concluded that given an ambient environment, the learning process can be made very effective and all the course objectives can be achieved. Action research has helped in empowering the students in acquiring knowledge. With this approach, the students’ performance has improved from mediocre to very
good.
This is a presentation about a research project on Emerging Technologies in South African Higher Education Institutions and their impact on transforming teaching and learning. It is a description of the project
This document summarizes an ongoing research project investigating the use of emerging technologies to transform teaching and learning across higher education institutions in South Africa. The project involves researchers from 8 universities collaborating to understand current technology uses, identify innovative practices, and develop models to inform future transformation through qualitative case studies and theoretical analysis. So far the team has conducted an initial literature review and survey of technology uses, with future plans including in-depth case studies of innovative practices and developing recommendations.
The document discusses technoheutagogy, which uses technology to create adult-friendly and learner-directed online learning environments. It proposes two strategies for designing such environments: having learners add teaching presence by facilitating online discussions and conducting a "knowledge audit" for meaningful assessment. The key principles are letting learners do most of the teaching, maximizing interactivity, and giving learners opportunities to add social, cognitive and teaching presence.
This document provides information to users about how manuscripts are reproduced from microfilm masters for distribution. It notes that the quality of reproductions depends on the quality of copies submitted. It also details how oversize materials are reproduced and that photographic prints can be ordered for an additional charge. Reproductions will note any missing pages or required copyright removals.
The classroom has 30 students, most of whom are female. There is cultural diversity and some students have disabilities. The school is located in a township outside of Johannesburg with issues like crime, unemployment and poor infrastructure. During the lesson, the teacher will address gender imbalances and place students with disabilities closer to help accommodate their needs. The lesson will cover the causes and effects of decolonization in Africa, focusing on the challenges independent African states faced. The teacher will use group work, videos and discussion to engage students on this topic.
The Culture of Technology: Differences in the Use of E-Learning Technologies ...Babu George
This document summarizes key findings from focus groups and surveys about differences in how e-learning technologies are used across cultures. It discusses how various cultural dimensions from Hofstede's model, including power distance, individualism-collectivism, uncertainty avoidance, masculinity-femininity, and time orientation, influence preferences and perceptions around e-learning design, content, and tools among faculty and students from different cultures. The document concludes by raising the critical question of how to design e-learning in a universally accessible way given the complex interplay between culture and technology.
Sample Action Research Report 1 Effect of Technol.docxagnesdcarey33086
Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on students’ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the students’ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my students’
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993–1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Today’s middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.” In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
Sample Action Research Report 1 Effect of Technol.docxanhlodge
Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on students’ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the students’ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my students’
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993–1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Today’s middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.” In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
This document is a dissertation submitted in partial fulfillment of the requirements for a Doctor of Philosophy degree. The dissertation examines how Chinese philosophical values and rhetorical traditions that contribute to coherence differ from those prevalent in English. It reviews literature on Western and Chinese rhetorical traditions, including key influences such as Aristotle, Confucianism, Taoism, and Buddhism. The study aims to help both writing instructors and students by exploring how Chinese ESL students demonstrate coherence in their writing and how their views change when exposed to an American college writing classroom.
James Williams is an educator currently working at NIST in Bangkok, Thailand who is seeking a new teaching position that allows for self-development and innovation. He has 5 years of experience at NIST where he teaches Theory of Knowledge and is the department coordinator. He also teaches Humanities and has taught other subjects. He utilizes blogs in his classes to engage students in interactive investigations of topics and concepts. Some of his other interests include hiking, camping, and photography.
The document describes a study that integrated the voice-based online forum Voxopop to enhance language learning among students. The study hypothesized that using Voxopop would increase students' confidence, develop their oral and grammatical skills, and promote collaboration. Students participated in structured collaborative storytelling activities on Voxopop. Feedback indicated that students enjoyed the activities and felt more confident speaking, though some wanted more time to think and choice in topics. The analysis noted areas for improvement like better data collection and allowing more practice time.
This document summarizes a study on the effect of technology on students' enthusiasm for learning science. The teacher introduced multimedia technology into her middle school science curriculum over six weeks. She surveyed students and parents on enthusiasm at the beginning and end of the study period. During the study, students worked in groups to create multimedia presentations on oceanography topics using HyperStudio. The teacher observed students for problems and reactions. At the end, student presentations were shared and students commented verbally and in writing on their experiences developing the presentations and any problems encountered.
New Models for Credit-Bearing Information Literacy Coursesleederk
This document summarizes a webinar on new models for credit-bearing information literacy courses. The webinar included presentations from librarians at Boise State University and University at Buffalo. At Boise State, the library course evolved from a self-paced online course to include collaborative projects between the library and writing program. A key collaboration was the PoWeR program, which paired the library course with a writing course. Assessment found student research skills improved through this collaboration. At Buffalo, the library course uses case studies and has expanded to include discipline-specific sections to target different academic programs. The webinar discussed factors driving changes in library instruction and different approaches to credit-bearing information literacy courses.
Openness in higher education: Open Educational Resources
Out (1)
1. INFORMATION TO USERS
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3. CLASSROOM TEACHERS' BELIEFS ABOUT CURRICULUM
PARADIGMS IN ART EDUCATION
A dissertation
Presented to
The faculty of the Graduate School
University of Missouri-Columbia
In Partial fulfillment
of the Requirements for the Degree
Doctor of Philosophy
by
TOLULOPE O. FILANI
Dr. Larry Kantner, Dissertation Supervisor
DECEMBER 2003
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4. UMI Number 3115544
Copyright 2004 by
Filani, Tolulope O.
All rights reserved.
___ ®
UMI
UMI Microform 3115544
Copyright 2004 by ProQuest Information and Learning Company.
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
ProQuest Information and Learning Company
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5. The undersigned, appointed by the Dean ofthe Graduate School have examined the
dissertation entitled
CLASSROOM TEACHERS’BELIEFS ABOUT CURRICULUM PARADIGMS IN
ART EDUCATION
Presented by Tolulope O. Filani
A candidate for the degree of Doctor of Philosophy
And hereby certify that in their opinion it is worthy of acceptance
4.
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6. ACKNOWLEDGEMENTS
Special thanks to:
God Almighty, for His everlasting Love for me; it is by His Mercy and Grace
that I am able to accomplish this study.
Dr. Larry Kantner, my advisor and dissertation supervisor, for his fatherly
love, mentorship, encouragement and support through the many dark tunnels I passed
while I traveled this road. I am specially blessed for this giant to afford me a space atop of
his shoulders that I may see further into the horizon.
All my dissertation committee members, Dr. Karen Cockrell; Dr. Martin
Bergee; Dr. Linda Bennett; and Professor Jim Calvin, for their invaluable support,
guidance and help through out the period I worked on this study. I thank them for their
encouragement and insightful contributions during the entire period.
My fellow doctoral students who provided warm support during my study at
the University of Missouri, Columbia, Missouri.
My friends, Tayo Onadehin; Dr. Sam Ogunbo; Dr. Sam Jator; Yvonne
Matthews; Professor Sharon Johnson; Bisi Kolawole; Dr. Mick Luehman; Dr. Kathy
Unrath; and Ronke Atoyebi, for the various contributions I received from them when I
traveled thisjourney.
Professor Olusegun Areola, my father in the Lord, for his candid comments,
time and energy spent in editing this work.
Mrs Yetunde Ijarotimi and Dr. Olaolu Ijarotimi for setting my feet on the path
of education.
My wonderful family members, Mosunmola (wife); Tolu Jr. (son); Toyosi
(son); and Funto (daughter) for standing firmly by me through the very many trying
periods I took them through in the course of my study.
Lastly, I thank my parents, Jacob Ogunmoroti Filani and Victoria Olabamgbe
Filani, for bringing me into this world. Both ofyou may be dead in body; your collective
spirits live on in me. I dedicate this work to your memories.
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7. CLASSROOM TEACHERS' BELIEFS ABOUT CURRICULUM
PARADIGMS IN ART EDUCATION
Tolulope 0. Filani
Dr. Larry Kantner, Dissertation Supervisor
ABSTRACT
This is a descriptive study designed primarily to provide a comprehensive account
of elementary classroom teachers' beliefs about three art education paradigms in Lagos
State, Nigeria. These paradigms are, child-centered, discipline based art education-
centered (DBAE) and the Nigerian styled cultural arts education curriculum. The study is
driven by a practical need, which is to improve art education in Nigeria. Currently, art
education in Nigeria is faced with a number of acute problems. One of such is the
exclusion of classroom teachers from the process of curriculum development, which they
are mandated to implement. This problem is further exacerbated by lack of sound
professional training by many of the teachers, as teacher education in many Nigerian
teacher-training colleges does not include studies in the visual arts. Consequently, many
ofthe teachers lack the necessary professional expertise to adapt. Nwangboje (1993)
described the current state of art education in Nigeria as very poor. This problem
represents the area of formal investigation in this study.
The main research question addressed in this study is: What are the implications
ofLagos state classroom teachers’ beliefs about three paradigms in art education - (child-
centered, discipline-based art education-centered, and cultural arts education-centered) for
the development and implementation of a comprehensive art education curriculum? The
main research question is served by three sub-questions:
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8. (a) Do elementary classroom teachers in Lagos state believe that curriculum
considerations in art education should be based solely on one of the following: art
as a tool to foster creative and artistic development in children; an avenue to
advance art as an academic discipline; and art as a means to promote cultural
awareness in the larger society?
(b) How knowledgeable are Lagos state classroom teachers about the current Nigerian
cultural arts education curriculum?
(c) What other art education concepts and ideas different from the three paradigms in
this study do Lagos state classroom teachers believe should be emphasized in a
Nigerian art education curriculum?
A survey was designed and mailed to 1,080, randomly selected classroom
teachers who at the time ofthe study were largely responsible for teaching elementary
visual arts in Lagos state, Nigeria. The questionnaire used a five-point Likert scale and a
two-point scale as measurement tools. The survey was used to obtain: (a) classroom
teachers’ beliefs about three popular curriculum and instructional paradigms in art
education for a comprehensive art education curriculum; (b) classroom teachers’ levels of
understanding for the nationally prescribed cultural arts education curriculum and the
scope of its application in the classrooms; (c) curriculum and instructional concepts held
by classroom teachers different from those stipulated in the national cultural arts
curriculum. Categories on the questionnaire consisted of: (a) thirty-nine educational belief
inventories about the three paradigms; (b) ten belief statements about Nigerian cultural
arts education curriculum standards; (c) one open-ended question concerning other art
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9. education ideas and concepts held by the teachers; and (d) seven demographic inventory
statements.
Based on the major findings ofthis study the following conclusions may
be drawn:
(a) The pattern ofbeliefs, demonstrated by the majority ofthe elementary classroom
teachers in Lagos state does not show significant commitment to any particular
one of the three art education paradigms (child-centered, DBAE-centered and the
Nigerian styled culture-centered).
(b) The majority of the teachers tend toward the “fusion” theory or the confluence
principle- a conception in curriculum development whereby ideas and concepts
across paradigms are integrated to form a broad-based and holistic archetype. In
other words, the majority ofthe Lagos state classroom teachers believe that
curriculum and instructional concepts should be drawn largely from within and
across the three paradigms where and when possible. Thus, it may be concluded
that the majority ofthe classroom teachers in Lagos state, Nigeria, believe that the
comprehensive/holistic curriculum approach is a more rational curriculum
orientation for Nigeria at this time.
(c) The implication ofthe fusion theory for curriculum development in art education
is that the fusion principle is the fundamental governing rule in the
comprehensive/holistic curriculum orientation. Incidentally, the comprehensive
art education curriculum paradigm is an offshoot ofthe DBAE-centered paradigm
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10. vii
(Smith, 2002); which explains the similarities between the two orientations. In
much of the literature reviewed for this study, some scholars like Smith (2002);
Dobbs (1998); Delacruz (1997); and Wilson (1997) remarked that the DBAE-
centered paradigm is synonymous with the comprehensive art education
curriculum paradigm. Sometimes, these scholars use the two paradigms
interchangeably.
(d) The patterns ofthe teachers' beliefs as expressed about the three paradigms are not
consistent enough to show sound academic knowledge ofthe art education
discipline on the part of the teachers. Therefore, many of the expressed beliefs by
the teachers may be regarded as mere academic guesses and personal opinions
based on anecdotal experiences.
(e) Due to incongruency ofviews concerning the teachers' knowledge ofthe
prescribed Nigerian cultural arts education curriculum in part two of the survey, it
can be concluded that the majority of the teachers are not familiar with the
curriculum. Also, it can be concluded that the majority of the teachers do not
actually base instructions in their respective arts classes strictly on the Nigerian
cultural arts education curriculum.
(f) Based on the comments and suggestions expressed by the teachers, it may be
concluded that art education in Lagos state is not completely free ofproblems.
The areas of concern to the teachers are listed as follows: poor funding for the
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11. visual arts; lack of currency in the teacher education; lack of art materials and
modem equipments in the schools; scarcity of qualified visual art specialists; lack
of supervisory body(s) to monitor practices in art education; lack of coherent in-
service training programs for teachers in the visual arts; exclusion ofteachers
from the process ofcurriculum development; and lack of incentives for both
teachers and students in the visual art disciplines.
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12. LIST OF TABLES
Table Page
1. Distribution of the 39 Statements in Relation to the three
Paradigms and Across the 13 Curriculum and Instructional
Concepts 112
2. Purpose of Schooling 113
3. Program Goal 115
4. Curriculum Content 117
5. Curriculum Content 118
6. Motivation 120
7. Teacher’s View of The Learner 122
8. Role ofthe Teacher 124
9. Teacher's Conception ofKnowledge 126
10. Teacher's Conception ofLearning 128
11. Teacher's Perception of Creativity 130
12. The Use of Adult's Works ofArt 132
13. Preferred Method of Assessment by The Teacher 134
14. Program Implementation 136
15. Teachers'Knowledge ofthe Nigerian Cultural Arts Curriculum 139
16. Gender Category 150
17. Years of Teaching at the Elementary Level 150
18. Teachers'Academic Qualifications 151
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13. 19. Grade Levels Taught by Respondents at the Time of Study 153
20. Classification of School's Location 154
21. Respondents' State of Origin in Alphabetical Order 155
22. Last Attendance of In-service Training, Conference,Seminar and
Workshop on Art Education 156
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14. xi
LIST OF FIGURES
Figures Page
1. Purpose of Schooling 114
2. Program Goal 116
3. Curriculum Content 118
4. Curriculum Structure 119
5. Motivation 121
6. Teacher's View of the Learner 123
7. Teacher's Role 125
8. Teacher's Conception of Knowledge 127
9. Teacher's Conception of Learning 129
10. Teacher's Perception of Creativity 131
11. The Use of Adults' Works of Art 133
12. Preferred Method of Assessment 135
12. Program Implementation 137
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15. TABLE OF CONTENTS
ACKNOWLEDGEMENT iii
ABSTRACT iv
LIST OF TABLES ix
LIST OF FIGURES xi
TABLE OF CONTENTS xii
Chapter
1. INTRODUCTION 1
Statement ofthe Problem 9
Significance ofthe Study 9
Assumptions 11
Limitation of the Study 11
Summary 12
2. REVIEW OF RELATED LITERATURE 14
Introduction 14
Definition of Related Terms 15
Part One- Review of Related Literature 18
Defining Characteristics of the Term Belief 18
The Impact of Teacher's Educational Beliefs on Student’s
Academic Achievement 22
Teaching in Art as Defined in Educational Literature 24
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16. The Role of Teachers in Educational Process 33
Who Can Teach Art More Effectively, Art Specialist
or Classroom Teacher 36
Summary: Part One 40
Part Two of Reviewed Literature 41
The Role of Theory in the Development of Curriculum
and Instruction 45
Historical Perspectives on the Paradigms 48
Child-centered Paradigm 48
DBAE (Discipline Based Art Education centered) 54
Art Production 57
Aesthetics 58
Art Criticism 58
Art History 59
Nigerian Cultural Arts Curriculum-centered Paradigm 61
Educational Movements, Which Support the Paradigms 63
Expressionist Movement 65
Essentialist Movement 66
Social Reconstructionist Movement 70
Comparative Analysis ofthe Three Curriculum Paradigms 74
Purpose of Schooling 74
Program Goal 75
Content 76
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17. xiv
Curriculum Structure 77
Motivation 78
Teacher's View of the Learner 80
The Role of the Teacher 81
Knowledge 82
Learning 83
Creativity 83
Program Implementation 84
Works ofArt 85
Assessment of Student Learning 86
Implications of the Paradigms for the Development ofa
Comprehensive and Holistic Art Education
Curriculum in Contemporary Nigeria 88
Summary: Part Two 95
3. Methods and Procedures 96
Introduction 96
Research Questions 97
Main Research Question 97
Sub-question 97
The relationship of Literature Review to Instrument
Development 98
Selection ofthe Sample 99
Target Population and Randomization ofthe Sample 99
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18. XV
Randomization of Schools 100
Development ofthe Instrument 101
Survey Instrument: A Mailed Questionnaire 101
Creation and Selection of Questionnaire Items 102
Description of Survey 102
Part One ofthe Questionnaire 103
Part Two of Questionnaire 103
Part Three of Questionnaire 104
Part Four of Questionnaire 104
Content Appropriateness of Questionnaire 104
Pilot Study 105
Method of Measurement 105
Human Subject Review 106
Administration of Survey 107
Survey Distribution and Collection 107
Optimizing Return Rate 108
Data Analysis 108
Summary 109
4. Results and Discussion 110
Analysis of Data "Teachers' Beliefs About the Three
Art Education Paradigms" (Part One of Survey) 110
Analysis ofData on "Teachers' Knowledge ofthe
Nigerian Styled Cultural Arts Education
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19. Curriculum" (Part Two Survey) 137
Analysis of Data on Open-ended Question
(Part Three of Survey) 142
Analysis ofData on Demographic Profile
(Part Four of Survey) 149
Summary 156
5. Summary of Results, Conclusions and Recommendations 158
Introduction 158
Summary of the Results 160
Results 161
Part One of the Survey: Degree of Beliefby
Respondents in the Paradigms 161
Part Two ofthe Survey: Teachers' knowledge
ofthe Nigerian Styled Cultural Arts
Education Curriculum 176
Part Three of The Survey: Open-ended Question 183
Conclusions 185
Recommendations 187
Summary of Chapter Five 192
References 194
APPENDIX 209
Appendix A 209
Consent Letter to Schools' Principals 209
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20. Appendix B 211
Initial Cover Letter of Questionnaire 211
Appendix C 213
Questionnaire 213
Appendix D 218
Second Follow-up Letter 218
Appendix E 220
Third Follow-up: Postcard 220
Vita 221
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21. 1
CHAPTER ONE
INTRODUCTION
It is common knowledge that in every dynamic society, the need to educate
citizens often leads to three foundational goals of general education, and by implication,
of art education (Chapman, 1978). These goals are, personal fulfillment through
education, promoting knowledge, and fostering social consciousness of society, (Hurwitz
and Day, 2001; Eisner, 1997; Chapman, 1978). In many industrialized societies ofthe
west, particularly the United Kingdom and United States of America (the two occidental
countries, which have always influenced modem education in Nigeria), the school is the
most important public social institution by which the desired end-goals of art education
are achieved. In practice, artistic needs ofthe child, projection ofart as an academic
discipline and preservation/promotion of artistic heritage ofthe larger society, are often
aligned with school art programs (Eisner, 1997; Chapman, 1978).
Eisner (1997) observed that these three dominant concerns often serve as the core
responsibilities of art education; any one or more of them generally govern rationale for
schools' art programs. He further described the interconnectedness ofthe three factors as a
triadic relationship in which one apex represents a child-centered view; the second, a
subject-centered view; and the third, a society-centered view. In other words, the three
factors serve as the cornerstones for curriculum paradigms in art education. However,
many art educators like Eisner (2002,1997), Efland (1976), Taba (1968) and Tyler (1957)
discouraged complete dependence on one ofthese factors for quality art education. They
suggested a concept ofart education in which the three concerns: personal fulfillment of
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22. the child through art; promotion of knowledge and appreciation ofart as a subject which
includes appreciation ofthe artistic heritage; and the awareness ofthe role of art in the
society, are fused together to help “children appreciate the artistry in varied life styles and
to wisely shape their own” (Chapman, 1978, p. 18).
This approach often guides western curriculum developers, instructional
strategists and teacher education planners in their general conception of art education.
School art curriculums are developed to reflect these concerns, instructional strategies are
designed to resonate them and teachers are adequately trained in consonance with the
values. Specifically in America, curriculum content and instructional strategies are
usually planned congruent to the three art education concerns (fulfillment ofthe child
through learning in the arts, projection ofthe art as academic disciplines and preservation
of cultural values in the larger society).
While structured curriculum and well-articulated instructional strategies are
recognized as pivotal to any adequate conception of art education in many ofthe
industrialized societies, efforts are persistently made to ensure quality teaching through
constant training of teachers. Quality teaching is recognized and emphasized as a very
influential process by which art educational aims and curriculum objectives are
successfully implemented in schools (Hurwitz and Day, 2001; Delacruz, 1997; Eisner,
1997). Quality teaching depends largely on competent teachers; therefore, the role of
teachers is equally considered very important, particularly among the groups and bodies
(administrators, principals, headmasters, and supervisors) that are involved in educational
provisions. Teachers are believed to be directly responsible for achieving desirable
student outcomes in accordance with set curriculum goals and objectives (Gaudelius &
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23. Speirs, 2002). To this effect, teacher education is constantly improved to satisfy
prevailing social and scientific needs ofthe child, the art discipline and the society.
Art education in these societies is not completely immune from all problems,
particularly of scarcity of trained art specialists. “Cooperative art teaching” (an
arrangement in which available art specialists team-teach with classroom teachers) is
usually recommended as a solution to the problem (Hurwitz & Day, 2001, p. 350).
The general account of art education presented so far represents a modest situation
which many industrialized societies ofthe west, and more specifically the United States
of America seek to attain if not already achieved. In addition, it represents a framework,
which many scholars, particularly many from developing countries, examine the state of
art education in their different societies from time to time. It is against the latter that the
remaining part ofthis introduction reflects on the current state of art education in Nigeria.
The Federal government ofNigeria is the central body responsible for
administering public education. It considers education in the arts as an essential tool for
achieving personal fulfillment ofthe child, appreciation of visual art education as a
discipline with intellectual potentials through which the society can achieve scientific and
industrial growth (Wangboje, 1993).
To this effect, in 1977, the government ofNigeria issued a national policy on
education in which the goals and objectives of general education are listed thus:
(a) The inculcation ofthe right type ofvalues and
attitude.
(b) Development ofnational consciousness and national unity.
(c) Training the mind in understanding the world around.
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24. 4
(d) The acquisition of appropriate skill, abilities and competencies, both
mental and physical, as equipment for the individual to live and contribute
to the development of his society (Revised National Policy on Education,
1981, p. 8).
The implication ofthis policy for art education led to the promulgation ofa cultural
policy in 1988, which stipulates that education through art shall:
(a) Promote an educational system that motivates and stimulates creativity and
draws largely on our tradition and values, namely: respect for humanity
and human dignity, for legitimate authority and the dignity of labor, and
respect for positive Nigerian moral and religious values (Cultural Policy
for Nigeria, 1988, section 3.3, p. 6).
(b) Promote creativity in the fields of arts, science and technology, ensure the
continuity oftraditional skills and sports and their progressive updating to
serve modem development needs as our contribution to world growth of
culture and ideas (Cultural Policy for Nigeria, 1988, section 3.4, p. 6).
It is from these policy statements that the current cultural arts education curriculum
standards for elementary art schools were derived.
The obvious in these policy statements are efforts by the government to use
education through art as a tool to achieve for its citizens personal fulfillment, appreciation
of art as a subject, and development of awareness for the role of art in society. Many
Nigerians applaud this development as a groundbreaking achievement for art education,
because, it establishes the discipline as an authentic component ofthe general education
subjects. Current studies however, reveal that the implementation of the policies in terms
ofpractical applications is far from reaching the original goals (Wangboje, 1993). Art
education in Nigeria is presently faced with many problems; in fact, it is near moribund
(Wangboje, 1993; Bebeteidoh, 1986; Ntukidem, 1982; Henshaw 1978). Some ofthe
problems are outlined as follows:
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