Differences of year-round and traditional-calendar elementary art programs

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).

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Educational Psychology

Grantor dc:publisher

University of Nevada, Las Vegas

Year

2003

Author dc:creator

• Forgey, Ashley J

Contributors dc:contributor

• Lisa Bendixen

Statement dc:rights

• IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Language dc:language

English

Identifier

https://oasis.library.unlv.edu/rtds/1624

OAI identifier oai:identifier

oai:oasis.library.unlv.edu:rtds-2623