Seismic Shifts in the Education Landscape: What Do They Mean for Arts Education and Arts Education Policy?

Autor/in	Sabol, F. Robert
Titel	Seismic Shifts in the Education Landscape: What Do They Mean for Arts Education and Arts Education Policy?
Quelle	In: Arts Education Policy Review, 114 (2013) 1, S.33-45 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2013.744250
Schlagwörter	Educational Change; Art Education; Educational Policy; Advocacy; Neurosciences; Creativity; Alternative Teacher Certification; Student Evaluation; Teacher Evaluation; Charter Schools; Economic Climate; Technological Advancement; Educational Research; National Competency Tests; Academic Standards; State Standards; Skills; Federal Legislation; Educational Legislation; At Risk Students; Preservice Teacher Education; Curriculum Development; Faculty Development; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Bildungsreform; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Politics of education; Bildungspolitik; Sozialanwaltschaft; Neuroscience; Neurowissenschaften; Neurowissenschaft; Kreativität; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Charter school; Charter-Schule; Wirtschaftslage; Technological development; Technologische Entwicklung; Bildungsforschung; Pädagogische Forschung; Skill; Fertigkeit; Bundesrecht; Bildungsrecht; Schulgesetz; Lehramtsstudiengang; Lehrerausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	The field of education in the United States is in a period of unprecedented change. Educators in all disciplines are challenged to understand and respond to the waves of reform sweeping over the national education landscape. Linking these reforms to meaningful outcomes that will produce more rigorous and effective measures of quality and performance in our schools is an ongoing goal for all educators as they work to respond to calls for educational reform. Changes in the general field of education have direct implications for arts education policy and practice. Arts educators find themselves in the position of making sense of these landmark reforms and changes in the context of arts education and determining what courses of action and responses they should pursue on the road to meaningful reform. This report provides an overview of a selected number of contemporary developments in the general field of education, brief summaries of consequential studies and education-related reports, and an examination of some policy issues these developments and reports raise for arts educators as they work to shape the future landscape of arts education. (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