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Hunter-Doniger, Tracey; Fox, Madison – Arts Education Policy Review, 2020
This article discusses a mixed-methods study funded by the National Arts Education Foundation that investigated art education courses designed for preservice generalist teachers at universities across the United States. Qualitative data from the survey revealed five reoccurring concepts: (a) arts integration, (b) time/course mandate, (c) missing…
Descriptors: Art Education, Preservice Teacher Education, Education Courses, Teacher Education Curriculum
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Hubard, Olga – Arts Education Policy Review, 2020
This article presents Aesthetic Experience and Global Competence, a graduate-level online course for educators in all areas, whose development was rooted in art museum education practices. The article includes details on the course, which was built around a series of group inquiries into works of art and literature related to a broad topic:…
Descriptors: Online Courses, Electronic Learning, Museums, Graduate Students
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Robert Powell, Sean; Parkes, Kelly A. – Arts Education Policy Review, 2020
In this article, we analyze the edTPA as an instance of "performativity," as we argue that the edTPA is a "display" of quality for the purposes of incentive, control, attrition, and change. These displays are moments of productivity that boil down the complex act of teaching to a number, which can be audited by policy makers.…
Descriptors: Preservice Teachers, Performance Based Assessment, Neoliberalism, Performance
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Kladder, Jonathan – Arts Education Policy Review, 2020
The coursework requirements for an undergraduate music education degree in the U.S. have remained relatively unchanged since the early twentieth-century. In light of the changing milieu of the twenty-first century music learner, some scholars and researchers have suggested redesigning particular components of the music education degree. A few…
Descriptors: Music Teachers, Curriculum Development, Undergraduate Students, 21st Century Skills
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Lingo, Mitchell D. – Arts Education Policy Review, 2020
Though many studies explore arts participation at the P-12 level and attendance at the adult level, there remains little to no exploration on who attends arts events throughout college. Being an egalitarian period of life where on-campus arts programing remains either free or at a reduced cost, college may be one of the last areas to cultivate…
Descriptors: College Freshmen, Social Influences, Student Characteristics, Human Capital
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Weltsek, Gustave J. – Arts Education Policy Review, 2019
This piece presents a theoretical exploration of the potential for the creation of policy that would inform the inclusion of arts and particularly theater courses in all community colleges. In April 2017, Fong et al. released a comprehensive meta-analysis that explored the relationship between psychosocial factors of self-perception and motivation…
Descriptors: Theater Arts, Educational Policy, Community Colleges, Meta Analysis
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Schmid, Dale – Arts Education Policy Review, 2019
The "Dance Entry Level Teacher Assessment" (DELTA) measures pedagogical content knowledge and subject-specific content knowledge in dance. Created and administered jointly by the National Dance Education Organization and the State Education Agency Directors of Arts Education, DELTA represents a first step toward reaching national…
Descriptors: Dance Education, Teacher Competencies, Pedagogical Content Knowledge, Beginning Teachers
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Johnson, Daniel C.; Marie Stanley, Ann; Ellie Falter, H.; Greene, Jennifer L. R.; Moore, Haley L.; Paparone, Stacy A.; Smith, Jacqueline C.; Snell, Alden H., II – Arts Education Policy Review, 2019
The purpose of this article is to make policy recommendations based on the authors' experiences with, and research about, reflective, differentiated, and teacher-generated music teacher professional development (PD). By doing so, we argue for a bottom-up process that capitalizes on our music teacher and music teacher educator expertise along with…
Descriptors: Reflection, Music, Music Education, Music Teachers
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Brasche, Inga; Thorn, Benjamin – Arts Education Policy Review, 2018
The intrinsic and extrinsic benefits of music education incorporate academic, social, emotional, and behavioral spheres. To deny students access to music education essentially locks them out of such benefits, limiting their potential. Music education programs have declined significantly in Australia in the last few decades and access to such…
Descriptors: Foreign Countries, Music Education, Access to Education, Equal Education
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Elpus, Kenneth – Arts Education Policy Review, 2018
The purpose of this study was to examine postsecondary admissions outcomes for music and arts students as compared to their non-arts peers using nationally representative data (N = 14,900) from the Education Longitudinal Study of 2002. Controlling for certain observable differences between students who do and do not elect arts courses, music…
Descriptors: College Admission, Outcomes of Education, Longitudinal Studies, Art Education
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Schroeder-Arce, Roxanne – Arts Education Policy Review, 2018
As the Texas Education Agency implements new standards for arts teachers and U.S. arts education policy stakeholders articulate a need for culturally competent educators, teacher preparation programs must respond and consider methods to prepare developing teachers to meet such standards. Preservice arts educators need exposure to a variety of art…
Descriptors: Art Education, Educational Policy, Interviews, Student Teacher Attitudes
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Parker, Elizabeth Cassidy; Draves, Tami J. – Arts Education Policy Review, 2018
We have written this article seeking to connect societal perceptions of disability with P-12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the…
Descriptors: Visual Impairments, Special Education, Special Education Teachers, Preservice Teachers
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Shaw, Julia T. – Arts Education Policy Review, 2018
An integral part of a teacher learning continuum ranging from preservice education to professional development for experienced educators, new teacher induction holds particular potential to effect change in urban education. Accordingly, this article offers recommendations for induction-related policy and programming capable of supporting beginning…
Descriptors: Music Education, Urban Education, Preservice Teachers, Beginning Teachers
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Schlemmer, Ross H. – Arts Education Policy Review, 2017
Education in the United States is often characterized by testing and standardized outcomes, and bears little relevance to the culture and the community that surrounds both students and teachers. Conversely, community arts connect the philosophies of art and education to the larger spheres of culture and community. The community thus becomes an…
Descriptors: Art, Art Education, Teacher Education, Teacher Education Programs
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Berglin, Jacob – Arts Education Policy Review, 2017
Olivia Gude has a long and distinguished career as both a public artist and an art educator. She is currently the Angela Gregory Paterakis Professor and Chair of Art Education at the School of the Art Institute of Chicago (SAIC), where she works with graduate and undergraduate students to prepare for working as artist educators in school and…
Descriptors: Interviews, Art, Art Education, Art Teachers
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