Literaturnachweis - Detailanzeige
| Autor/in | Allison, Amanda |
|---|---|
| Titel | No Art Teacher Left Behind: Professional Development that Really Matters in an Age of Accountability |
| Quelle | In: Arts Education Policy Review, 114 (2013) 4, S.178-190 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1063-2913 |
| DOI | 10.1080/10632913.2013.826042 |
| Schlagwörter | Art Teachers; Faculty Development; Accountability; Standards; Educational Legislation; Federal Legislation; Teacher Associations; Art Education; Models; Texas |
| Abstract | Teacher professional development is a chief concern of states, districts, and schools in the wake of high-stakes accountability measures such as No Child Left Behind (NCLB). The goals and practices of professional development are often disconnected, and this misalignment affects art teachers in unique ways. Art teachers are often "left behind," without the opportunity for content-specific professional development experiences. This article presents the thesis that effective professional development must be content-specific and continuous and bear out authentic connections among purpose, content, and evaluation. Both NCLB and the National Art Education Association (NAEA) have established goals and standards for quality professional development for art teachers. This article synthesizes these standards and describes current gaps in practice. Finally, the article presents a model of art teacher professional development that meets at the nexus of artist, teacher, and community and addresses these gaps in practice. These aspects of professional development, if explored, practiced, and rigorously evaluated, can establish a culture of quality professional development for art teachers. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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