{"id":{"repo_id":"unlv","oai_identifier":"oai:oasis.library.unlv.edu:rtds-2623"},"canonical_url":"https://search.dev.ndltd.org/etd/unlv/oai:oasis.library.unlv.edu:rtds-2623","repository":{"repo_id":"unlv","name":"University of Nevada - Las Vegas","base_url":"https://oasis.library.unlv.edu/do/oai/"},"display":{"title":"Differences of year-round and traditional-calendar elementary art programs","abstract":"The purpose of this study was to investigate the differences of year-round and traditional-calendar elementary art programs due to scheduling. By examining three elementary art specialists in two opposing schedules, the goal of the current study was to discover how the art specialists implemented their programs in different schedules. The research questions were: Did the art specialists have different professional experience or development training? How were the two programs different in time and scheduling? Were the class characteristics different? Did the instructional methods differ?;The findings concluded that implementing an art program in a year-round setting was more complex than a traditional calendar due to changing class schedules and difficult class combinations. The obstacles of year-round scheduling and the solutions to each are discussed using Shulman's Pedagogical Reasoning and Action Model (1987).","abstract_html":"The purpose of this study was to investigate the differences of year-round and traditional-calendar elementary art programs due to scheduling. By examining three elementary art specialists in two opposing schedules, the goal of the current study was to discover how the art specialists implemented their programs in different schedules. The research questions were: Did the art specialists have different professional experience or development training? How were the two programs different in time and scheduling? Were the class characteristics different? Did the instructional methods differ?;The findings concluded that implementing an art program in a year-round setting was more complex than a traditional calendar due to changing class schedules and difficult class combinations. The obstacles of year-round scheduling and the solutions to each are discussed using Shulman's Pedagogical Reasoning and Action Model (1987).","abstract_has_math":false,"creators":["Forgey, Ashley J"],"institution":"University of Nevada, Las Vegas","degree_name":"Master of Science (MS)","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Lisa Bendixen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-01-01T08:00:00Z","date_published":"2003-01-01T08:00:00Z","updated_at":"2026-07-24T05:25:47Z","subjects":[],"languages":["English"],"rights":["IN COPYRIGHT. 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How were the two programs different in time and scheduling? Were the class characteristics different? Did the instructional methods differ?;The findings concluded that implementing an art program in a year-round setting was more complex than a traditional calendar due to changing class schedules and difficult class combinations. The obstacles of year-round scheduling and the solutions to each are discussed using Shulman's Pedagogical Reasoning and Action Model (1987)."]},{"key":"dc:format","label":"Dc Format","values":["pdf"]},{"key":"dc:title","label":"Title","values":["Differences of year-round and traditional-calendar elementary art programs"]}]}],"canonical_facts":{"dc:contributor":["Lisa Bendixen"],"dc:creator":["Forgey, Ashley J"],"dc:description.abstract":["The purpose of this study was to investigate the differences of year-round and traditional-calendar elementary art programs due to scheduling. By examining three elementary art specialists in two opposing schedules, the goal of the current study was to discover how the art specialists implemented their programs in different schedules. The research questions were: Did the art specialists have different professional experience or development training? How were the two programs different in time and scheduling? Were the class characteristics different? Did the instructional methods differ?;The findings concluded that implementing an art program in a year-round setting was more complex than a traditional calendar due to changing class schedules and difficult class combinations. 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