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Examining Characteristics of Early Childhood Teachers in Relationship to Their Perceived Value of Visual Arts in the Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examining Characteristics of Early Childhood Teachers in Relationship to Their Perceived Value of Visual Arts in the Classroom./
Author:	Oliver, Annette.
Description:	1 online resource (129 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369573268

Examining Characteristics of Early Childhood Teachers in Relationship to Their Perceived Value of Visual Arts in the Classroom.
Oliver, Annette.

Examining Characteristics of Early Childhood Teachers in Relationship to Their Perceived Value of Visual Arts in the Classroom. - 1 online resource (129 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Includes bibliographical references

Despite the research that supports multimodal strategies for learning, the demand for a more academic curriculum poses significant challenges for teachers to integrate visual arts as a strategy for learning into the school day. This has created an inconsistency between what preservice teachers learn during teacher preparation about the use of visual arts and what they practice in their early childhood field experiences. The purpose of this quantitative study was to investigate how descriptive factors used by the Concordia University Nebraska (CUNE) student teaching director for selecting cooperating teachers, such as highest level of education, years of teaching experience, type of school setting, and grade taught, could be used as a means by which to predict cooperating teachers' use of visual arts and perceived value of visual arts use in their classrooms. The participants in this study included 117 early childhood teachers' who completed a questionnaire during their attendance at CUNE's 2016 Early Childhood conference. Pearson's correlation found significant relationships between teachers' years of teaching experience and their perceived value total, teachers' perceived value total and their frequency of visual arts use, and teachers' years of teaching experience and their highest level of teacher education. Results from the multiple regression analyses did not reveal any significant predictors of either frequency of visual arts use or perceived value of visual arts. Future studies should explore cooperating teacher time spent using visual arts across the curriculum, and how time spend using visual arts may reflect on the value of visual arts use, and teacher confidence in modeling and providing feedback to pre-service teachers. The results of this study should not be generalized to other populations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369573268Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Examining Characteristics of Early Childhood Teachers in Relationship to Their Perceived Value of Visual Arts in the Classroom.
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502 $a Thesis (Ed.D.)--Northcentral University, 2017.
504 $a Includes bibliographical references
520 $a Despite the research that supports multimodal strategies for learning, the demand for a more academic curriculum poses significant challenges for teachers to integrate visual arts as a strategy for learning into the school day. This has created an inconsistency between what preservice teachers learn during teacher preparation about the use of visual arts and what they practice in their early childhood field experiences. The purpose of this quantitative study was to investigate how descriptive factors used by the Concordia University Nebraska (CUNE) student teaching director for selecting cooperating teachers, such as highest level of education, years of teaching experience, type of school setting, and grade taught, could be used as a means by which to predict cooperating teachers' use of visual arts and perceived value of visual arts use in their classrooms. The participants in this study included 117 early childhood teachers' who completed a questionnaire during their attendance at CUNE's 2016 Early Childhood conference. Pearson's correlation found significant relationships between teachers' years of teaching experience and their perceived value total, teachers' perceived value total and their frequency of visual arts use, and teachers' years of teaching experience and their highest level of teacher education. Results from the multiple regression analyses did not reveal any significant predictors of either frequency of visual arts use or perceived value of visual arts. Future studies should explore cooperating teacher time spent using visual arts across the curriculum, and how time spend using visual arts may reflect on the value of visual arts use, and teacher confidence in modeling and providing feedback to pre-service teachers. The results of this study should not be generalized to other populations.
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