A Zero Sum Game? Eliminating Course Repetition and Its Effects on Arts Education

Autor/in	Carrigan, Ting-Pi Joyce
Titel	A Zero Sum Game? Eliminating Course Repetition and Its Effects on Arts Education
Quelle	(2014), (179 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, California State University, Long Beach
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-9110-3
Schlagwörter	Hochschulschrift; Dissertation; Art Education; Community Colleges; Retrenchment; Curriculum Development; Repetition; State Boards of Education; State Legislation; Board of Education Policy; Attendance; College Credits; Resource Allocation; Visual Arts; Theater Arts; Qualitative Research; Interviews; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Wiederholung; Landesrecht; Anwesenheit; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Ressourcenallokation; Optische Gestaltung; Theaterwissenschaft; Qualitative Forschung; Interviewing; Interviewtechnik; Kalifornien
Abstract	In 2011, with ongoing concerns over state budget shortfalls and the increasing educational cost structure, California state legislators focused their attention on measures that could lead to access, added productivity, and value in order to sustain the current educational system. One of the recommendations provided by the Legislative Analyst's Office (LAO) was to eliminate state support for course repetition in activity classes. In 2012, the Board of Governors (BOG) adopted the changes to Title 5 of the California Code of Regulations to limit the apportionment a community college district could collect for student attendance in credit courses that are related in content. This limitation on apportionment was intended to specifically limit student enrollment in active participatory courses such as those in the visual and performing arts. This qualitative interview study used the Discipline-Based Art Education framework to bring forth the experiences of 13 community college visual and performing arts (VAPA) instructors. The purpose of the study was to understand how VAPA instructors experienced the elimination of course repetition, how they reconciled the requirements of their discipline with the state educational policy, and how these changes influence the teaching and promotion of access to arts learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01