Substitute teaching in art education as perceived by teachers, substitutes and students from secondary visual art classes.

Persistent Link:
http://hdl.handle.net/10150/292082
Title:
Substitute teaching in art education as perceived by teachers, substitutes and students from secondary visual art classes.
Author:
Niccoli, Anthony C.
Issue Date:
2004
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 purpose of this study was to examine perceptions of substitute teaching in art education held by art teachers, substitute teachers, and students in visual art classes. The study focused on the practice of substitute teaching in visual art classes at one public school district in Arizona. Six secondary schools at this district were included. Samples were comprised of art teachers, substitute teachers, and students. Participants were surveyed and interviewed to gather and identify perceptions. Results from data analysis indicate the following perceptions among study subjects: (1) The majority of art instruction is student-directed. (2) Substitutes frequently conduct studio art activities. (3) Substitute teaching does not frequently break the continuity of art lessons. (4) There is a decrease in student academic performance with substitutes. (5) Substitutes have a low level of art knowledge, which regularly affects lesson planning.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Art.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Art
Degree Grantor:
University of Arizona
Advisor:
Beudert, Lynn

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleSubstitute teaching in art education as perceived by teachers, substitutes and students from secondary visual art classes.en_US
dc.creatorNiccoli, Anthony C.en_US
dc.contributor.authorNiccoli, Anthony C.en_US
dc.date.issued2004en_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 purpose of this study was to examine perceptions of substitute teaching in art education held by art teachers, substitute teachers, and students in visual art classes. The study focused on the practice of substitute teaching in visual art classes at one public school district in Arizona. Six secondary schools at this district were included. Samples were comprised of art teachers, substitute teachers, and students. Participants were surveyed and interviewed to gather and identify perceptions. Results from data analysis indicate the following perceptions among study subjects: (1) The majority of art instruction is student-directed. (2) Substitutes frequently conduct studio art activities. (3) Substitute teaching does not frequently break the continuity of art lessons. (4) There is a decrease in student academic performance with substitutes. (5) Substitutes have a low level of art knowledge, which regularly affects lesson planning.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Art.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArten_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBeudert, Lynnen_US
dc.identifier.proquest1424605en_US
dc.identifier.bibrecord.b48137911en_US
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