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Art Education and Students with Emotional Disabilities : = High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Art Education and Students with Emotional Disabilities :/
其他題名:	High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement.
作者:	Gross, Kelly.
面頁冊數:	1 online resource (324 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
標題:	Art education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355628265

Art Education and Students with Emotional Disabilities : = High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement.
Gross, Kelly.

Art Education and Students with Emotional Disabilities :High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement. - 1 online resource (324 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Northern Illinois University, 2017.

Includes bibliographical references

The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with ED. The research examines arts learning, social skill interaction development, and general academic achievement. Previous research in the field of special education has focused almost exclusively on behavioral interventions from behaviorist or cognitive approaches for students with ED. Instead, this research focuses on the ability of students to build art skills and change behaviors through constructivist pedagogical approaches.

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

Mode of access: World Wide Web

ISBN: 9780355628265Subjects--Topical Terms:

1179362
Art education.
Index Terms--Genre/Form:

554714
Electronic books.

Art Education and Students with Emotional Disabilities : = High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement.
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245 1 0 $a Art Education and Students with Emotional Disabilities : $b High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement.
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Kerry Freedman.
502 $a Thesis (Ph.D.)--Northern Illinois University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with ED. The research examines arts learning, social skill interaction development, and general academic achievement. Previous research in the field of special education has focused almost exclusively on behavioral interventions from behaviorist or cognitive approaches for students with ED. Instead, this research focuses on the ability of students to build art skills and change behaviors through constructivist pedagogical approaches.
520 $a These mixed-methods case studies were implemented over a period of two semesters with four students, four teachers, and two high schools. From the two data sites, seven sets of data were collected: observations, artwork, interviews with students and teachers, GPA, class rank, and graduation status. A mixed-methods case study allowed for investigation into both the individual experience and the larger group experience while addressing the lack of quantitative research on this population in relation to art education.
520 $a The findings from this study indicate that over time the students in visual arts developed fluency and skills in artmaking, which led to confidence in their work and better peer relationships. The artwork students produced illustrates how they observed, interpreted, and represented themselves through visual media. Data from this research suggest that exposure to art may help students envision other ways of being through learning about their peers and exposure to visual media. The findings from the transcript analysis correlate with the data regarding visual arts participation improving students' ways of seeing the world and their habits of mind, in that both sets of data indicate that sustained engagement in the arts provides the largest differences in ways of thinking and behaviors.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Art education. $3 1179362
650 4 $a Special education. $3 567627
650 4 $a Secondary education. $3 1179560
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710 2 $a Northern Illinois University. $b Art and Design. $3 1189164
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