Art Education and Students with Emotional Disabilities: High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement

Autor/in	Gross, Kelly
Titel	Art Education and Students with Emotional Disabilities: High School Case Studies of Postmodern Learning, Social Interaction Development, and Academic Achievement
Quelle	(2017), (324 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northern Illinois University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-2826-5
Schlagwörter	Hochschulschrift; Dissertation; Art Education; Emotional Disturbances; High School Students; Case Studies; Postmodernism; Inclusion; Social Development; Interpersonal Competence; Academic Achievement; Special Education; Constructivism (Learning); Mixed Methods Research; Secondary School Teachers; Visual Arts; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Gefühlsstörung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Postmoderne; Inklusion; Soziale Entwicklung; Interpersonale Kompetenz; Schulleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Optische Gestaltung; Unterrichtserfolg
Abstract	The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with ED. The research examines arts learning, social skill interaction development, and general academic achievement. Previous research in the field of special education has focused almost exclusively on behavioral interventions from behaviorist or cognitive approaches for students with ED. Instead, this research focuses on the ability of students to build art skills and change behaviors through constructivist pedagogical approaches. These mixed-methods case studies were implemented over a period of two semesters with four students, four teachers, and two high schools. From the two data sites, seven sets of data were collected: observations, artwork, interviews with students and teachers, GPA, class rank, and graduation status. A mixed-methods case study allowed for investigation into both the individual experience and the larger group experience while addressing the lack of quantitative research on this population in relation to art education. The findings from this study indicate that over time the students in visual arts developed fluency and skills in artmaking, which led to confidence in their work and better peer relationships. The artwork students produced illustrates how they observed, interpreted, and represented themselves through visual media. Data from this research suggest that exposure to art may help students envision other ways of being through learning about their peers and exposure to visual media. The findings from the transcript analysis correlate with the data regarding visual arts participation improving students' ways of seeing the world and their habits of mind, in that both sets of data indicate that sustained engagement in the arts provides the largest differences in ways of thinking and behaviors. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01