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ERIC Number: EJ1195970
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0004-3125
Confirming the Significance of Art Specialists and Aspirational Learning
Brewer, Thomas M.; Xu, Lihua; Diket, Read M.
Art Education, v70 n2 p16-24 2017
Just for a change, would it not be nice to hear talk about keeping and/or expanding full-time art specialists' presence in schools and maintaining strong art education programs at the college and university level? That conversation could result from the positive arguments we are providing in this article. The purpose of this article is to clarify and present National Assessment of Educational Progress (NAEP) findings that are statistically significant for art educators. You will read about research findings that indicate: (1) student overall scores were consistent from 1997 to 2008 because art specialists, although reduced in number, understood the standards regarding responding to art; (2) students' achievement scores were significantly higher "only" for those who received art instruction from full-time art specialists; and (3) an "Aspirational Model" was found in the Mother/Child block that can guide teachers toward improving instruction by developing authentic visual arts curriculum, instruction, and assessment.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress