Contextual A.R.T. Factors in the Evaluation of Visual Art Educators

Autor/in	Hunter-Doniger, Tracey
Titel	Contextual A.R.T. Factors in the Evaluation of Visual Art Educators
Quelle	In: Arts Education Policy Review, 114 (2013) 4, S.170-177 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2013.826530
Schlagwörter	Art Teachers; Visual Arts; Teacher Evaluation; Context Effect; Teacher Effectiveness; Elementary School Teachers; Case Studies; Art Education; Advocacy; Repetition; Holistic Approach; Portfolios (Background Materials) + Suchen Sie Ihr Suchwort? Art teacher; Kunsterzieher; Kunsterzieherin; Optische Gestaltung; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Sozialanwaltschaft; Wiederholung; Holistischer Ansatz
Abstract	School reform and teacher evaluations have become primary concerns for education policymakers in recent years. However, a standard one-size-fits-all method of evaluation, such as value-added evaluation, may not give an accurate assessment of all teachers. This article proposes an alternative to the general evaluation of visual arts educators by considering the effect that certain contextual factors have on these teachers. The author suggests that when evaluating art teachers, the contextual factors of "advocacy," "repetitive revision," and "taking in the big picture" can contribute to a more accurate assessment of what these teachers accomplish beyond student achievement on standardized exams. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10