An integrated curriculum for the arts and the language arts in grades K-3.

Persistent Link:
http://hdl.handle.net/10150/184390
Title:
An integrated curriculum for the arts and the language arts in grades K-3.
Author:
Mashack-McCant, Bettye Jean.
Issue Date:
1988
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purposes of the study were to design an Arts Based/Language Arts curriculum in one elementary school at the K-3 level, and (1) determine whether this curriculum was effective in improving academic achievement, (2) determine whether teachers would be comfortable teaching such a curriculum, and (3) determine whether parents perceived their children as successful in learning arts and language arts. Samples of K-3 children were selected in one elementary school during 1986 and treated with an exploratory Arts Based/Language Arts curriculum for the 1986-87 school year. Pretest and posttest achievement data were collected with the Iowa Tests of Basic Skills and a Student Achievement Survey instrument constructed especially for the study. Pretest and posttest cognitive and creative skills data were collected with the Silver Test of Cognitive and Creative Skills. Teacher and parent perceptions of the curriculum were measured with instruments constructed especially for the study. Analysis consisted of testing for differences in pretest and posttest measures of cognitive and creative skills, ITBS test scores, and teacher's ratings on the Arts Based/Language Arts Survey. Comparisons were made on pretest to posttest differences with the Wilcoxon T-statistic, and comparisons of the differences for male and female groups were made with the Mann-Whitney U-statistic. Statistics were tested for significance at the 0.05 level. As a result Arts Based/Language Arts curriculum student cognitive and creative skills and student achievement in language arts did not improve, however teachers perceived improvement in motivation, language arts, and the arts. Findings and conclusions support the continuance of the Arts Based/Language Arts curriculum for a longer duration during which the instrument for measuring teacher perceptions could be revised and scores correlated with standardized test scores.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Language arts -- Correlation with content subjects.; Language arts (Primary) -- Arizona -- Tucson.; Arts -- Study and teaching (Primary) -- Arizona -- Tucson.; Interdisciplinary approach in education -- Arizona -- Tucson.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Paul, Alice

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleAn integrated curriculum for the arts and the language arts in grades K-3.en_US
dc.creatorMashack-McCant, Bettye Jean.en_US
dc.contributor.authorMashack-McCant, Bettye Jean.en_US
dc.date.issued1988en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purposes of the study were to design an Arts Based/Language Arts curriculum in one elementary school at the K-3 level, and (1) determine whether this curriculum was effective in improving academic achievement, (2) determine whether teachers would be comfortable teaching such a curriculum, and (3) determine whether parents perceived their children as successful in learning arts and language arts. Samples of K-3 children were selected in one elementary school during 1986 and treated with an exploratory Arts Based/Language Arts curriculum for the 1986-87 school year. Pretest and posttest achievement data were collected with the Iowa Tests of Basic Skills and a Student Achievement Survey instrument constructed especially for the study. Pretest and posttest cognitive and creative skills data were collected with the Silver Test of Cognitive and Creative Skills. Teacher and parent perceptions of the curriculum were measured with instruments constructed especially for the study. Analysis consisted of testing for differences in pretest and posttest measures of cognitive and creative skills, ITBS test scores, and teacher's ratings on the Arts Based/Language Arts Survey. Comparisons were made on pretest to posttest differences with the Wilcoxon T-statistic, and comparisons of the differences for male and female groups were made with the Mann-Whitney U-statistic. Statistics were tested for significance at the 0.05 level. As a result Arts Based/Language Arts curriculum student cognitive and creative skills and student achievement in language arts did not improve, however teachers perceived improvement in motivation, language arts, and the arts. Findings and conclusions support the continuance of the Arts Based/Language Arts curriculum for a longer duration during which the instrument for measuring teacher perceptions could be revised and scores correlated with standardized test scores.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectLanguage arts -- Correlation with content subjects.en_US
dc.subjectLanguage arts (Primary) -- Arizona -- Tucson.en_US
dc.subjectArts -- Study and teaching (Primary) -- Arizona -- Tucson.en_US
dc.subjectInterdisciplinary approach in education -- Arizona -- Tucson.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorPaul, Aliceen_US
dc.contributor.committeememberMcMahon, Jacqueline J.en_US
dc.contributor.committeememberRanniger, Billen_US
dc.identifier.proquest8814259en_US
dc.identifier.oclc701104794en_US
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