Educator Perceptions of Artistically Gifted Children: Degree of Alignment between Beliefs of Music Specialists, Art Specialists, and Administrators

Autor/inn/en	Schroth, Stephen T.; Helfer, Jason A.
Titel	Educator Perceptions of Artistically Gifted Children: Degree of Alignment between Beliefs of Music Specialists, Art Specialists, and Administrators
Quelle	In: Educational Research Quarterly, 43 (2020) 3, S.52-84 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Public Schools; Teacher Attitudes; Academically Gifted; Student Needs; Art Education; Music Education; Student Behavior; Student Characteristics; Low Income Students; At Risk Students; Equal Education; Elementary Secondary Education; Academic Achievement; Grades (Scholastic); Homework; Age Differences; Talent; Student Motivation; Cognitive Ability; Student Interests; Memory + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Lehrerverhalten; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Musikerziehung; Student behaviour; Schülerverhalten; Schulleistung; Notenspiegel; Hausaufgabe; Age; Difference; Age difference; Altersunterschied; Begabung; Hochbegabung; Schulische Motivation; Denkfähigkeit; Studieninteresse; Gedächtnis
Abstract	Public schools often offer arts opportunities to certain students. Educator assessments of which students should receive services are of great importance in such circumstances as teacher referrals often play a major role in such decisions. Little is known, however, about educator beliefs regarding which gifted children should receive arts opportunities and what criteria should be used for selection to those programs. The current national study surveyed 1,500 educators regarding which students they believed would benefit most from arts education, qualities and characteristics that have changed by the creation of the new National Arts Standards. The educators believed that the majority of gifted children should receive arts instruction, but displayed a preference for those children who were well-behaved and displayed characteristics traditionally connected to gifted children. Certain educators also demonstrated a belief that arts enrichment should only be available for those students who were successful academically and withheld from those who struggled completing homework assignments or obtaining high grades in other subjects. Such results are potentially devastating to low-SES students, who have few other options for such instruction. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01