Dissertations / Theses on the topic 'Art education policies'
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Lim, Kyungeun. "An Inquiry of How Art Education Policies are Reflected in Art Teacher Preparation| Examining the Standards for Visual Arts and Art Teacher Certification." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635268.
Full textPolicy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study explores the connections between art education policy and the field of art education through a focus on art teacher preparation in Indiana. Additional attention was paid to perceptions of the appropriateness of alternative licensure routes in relation to policies of academic and quality standards and the extent to which visual art teachers’ sense of identity as teachers and artists is affected by appropriation of these standards.
The theoretical framework of this study is the need to understand policy appropriation of standards (including visual art and art teacher preparation standards) as an on-going process, that is continually influenced and changed by internal (human level) and external (institutional level) factors. The appropriation process is effectively expressed through practices, narratives, and texts of practitioners.
To understand the status and factors of the art education policy appropriation in art teacher preparation, I collected data as printed or digital documents, and as interviews with faculty members and pre-service art teachers in two traditional visual art teacher preparation programs in Indiana. I analyzed external (institutional level) and internal (human level) factors to adopt and work with state and national standards. While national standards for visual art education (were adopted by many states and presented as voluntary policy, in Indiana the national standards were built into the Indiana’s Academic Standards for Visual Art Standards for K-12 students. Visual art teachers were required to complete a traditional teacher preparation program and pass examinations to become licensed to teach art.
Findings reveal that faculty of higher art teacher education programs in Indiana paid attention to the national and state standards in K-12 visual art and the standards for teacher education when preparing students to become licensed K-12 art educators. External motivations were accreditations system for teacher preparation requested by Indiana Department of Education related to NCATE. Schools and districts could be external motivations that pre-service art teachers adopt the standards in order to succeed in a job market. Internal factors were respects of roles and leaders of art education associations, desires to train/be qualified teachers and attain balanced knowledge between art studio and art education. Alternative routes to licensure were viewed as economically advantageous but not supportive of high-quality education. Policy had little impact on issues of identity. I concluded with recommendations for improvement in art teacher preparation that were needs of supportive policies for pre-service teachers’ teaching and teaching licensure including traditional and alternative licensures.
Lidström, Anders. "Discretion : an art of the possible : education committees in the Swedish system of government." Doctoral thesis, Umeå universitet, Statsvetenskapliga institutionen, 1991. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-62936.
Full textdigitalisering@umu
Bredariolli, Rita Luciana Berti. "XIV Festival de Inverno de Campos do Jordão: variações sobre temas de ensino da arte." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27160/tde-19112010-091513/.
Full textFrom all the editions of the Campos do Jordão Winter Festival [Festival de Inverno de Campos do Jordão], which traditionally promoted chamber music and courses for young concert musicians, the 1983 edition stands out in dissonance. The XIV Festival was different, mainly because it was devoted to teachers of Art Education from the São Paulo state public education system. This paper addresses the pedagogical program of the XIV Festival de Inverno de Campos do Jordão. This paper aims at analyzing the concept of teaching art conveyed by the discourse about the workshops that took place during the festival. To this end, we have gathered and examined a collection of primary written and visual sources including newspapers, magazines, reports, letters, illustrations, and photos taken of the pedagogical activities during the 1983 Festival. In addition to these documents, we undertook a semi-structured interview with some of the Festivals attendees. This study is a result of the interrelationship between our sources of data and theory, interwoven by the meeting of Memory and History. Based on the path we chose, we infer that the artistic and pedagogical activities experienced during the XIV Festival contributed to the process of restructuring the teaching of art during the first ten years as of its incorporation by the Brazilian school system.
Banner, Terron. "A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696.
Full textAlvarenga, Cérise. "Jovens, profissionais de ensino e instituições artísticas e culturais: relações no espaço social." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-17082016-160140/.
Full textThis study investigated the relations of public school young students and teachers with artistic events from the experience of visiting artistic and cultural institutions that promote the right to art and culture in the metropolitan region of Belo Horizonte (RMBH). Understanding such experiences as historical processes, the senses constructed by the youth and the enunciations from the school professionals that schedule the visits were taken into account. In this context, Brazil for the first time presents the National Culture Plan (PNC) and the Statute of the Youth. The understanding of the youth as a subject, not only as a being that experiences a period of transition between adolescence and adulthood, and the comprehension of art and access to different areas of the city as rights are recently discussed constructions. The study was conducted by bibliographical, documentary and field research. Bibliographical and documentary researches aim to locate and question the social and historical construction of the youth category, their rights and public policies in the field of culture. The researcher attended 112 Middle School and High School students from three public schools in the artistic and cultural institutions during the field trip. Talks were held with students that were in the visits in groups of five to eight participants; also two students and three teachers were interviewed. Procedures were recorded with the authorization of the participants and or keepers. Methodological orientation was based on micro-history and phenomenology. Concepts of habitus, physical space and social space of Pierre Bourdieu and formulations of the aesthetic field Arnold Berleant help to figure the meanings that emerged. The visit appears to be a gesture of teachers that is driven by reviewing their own relationships with art, with the school and with the \"cultural spaces\". Visiting the latters may carry the sense pointed out by Bourdieu of values and habits, perpetuating social stratification that fix class positions, but also cause the students to think in these positions. The course out of school and the relationship with the artistic manifestations launch the youth to build meanings, recovering the actions or the gesture of those workers who participate in the social process of production of art in the visited institutions. For the teachers and the young students, the experience in this transit seems to comprehend a coefficient of possibilities in formulating questions and magnification of educative spaces and processes, sketching possible confrontations to the restrictions and limitations of the school context and other situations of segregation and social inequalities described by the youth and their teachers
DELFINO, ANTONIO. "O currículo de Arte – a linguagem do Teatro para os anos iniciais do Ensino Fundamental no Estado de São Paulo." Universidade Metodista de Sao Paulo, 2016. http://tede.metodista.br/jspui/handle/tede/1597.
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This work, “The Art curriculum – Theater language in the early years of Elementary School in the State of São Paulo”, has as object of study the Curriculum Guidelines and Art Teaching (OCDArte) in the language of Theater, for the 1st, 2nd and 3rd years of Elementary Education of the Education Secretariat of the State of São Paulo (2013/2015). The authors of this curriculum proposal are: an expert consultant in the area of Theatre and an Art Reference Group, constituted by seventeen Art Coordinating Teachers of the Pedagogic Nuclei of the Regional Teaching Directories (PCNP) of which the investigator of this research was part. The adopted methodologies in this research have a qualitative and quantitative character including literature review and documentary research. This analysis consists of an account of the construction and implementation process of the curriculum guidelines that are the subject of this study and that had collaborative authoring proposal; then we set off for a contextualization of the social and political point of these steps; made a brief analysis of its editorial and graphic structure; and finally we focused our analysis on the specific area of our study, the theater language, on these curriculum guidelines for the early years, discussing the adopted methodologies, its teaching resources and its theoretical basis, in order to put into perspective and deepen the different dimensions of the document. Our goal is to understand if the construction process of these guidelines has enabled the participation of all stakeholders, how it manifests the theatrical language in these guidelines, and further contribute to the discussion of this curriculum and didactic proposal, reflecting on its alignment with contemporary design trends of art, education and art learning. We note that the OCDArte, in the language of theater, as it is structured, has an important role in education for the early years, since the preparation of educators in this language is generally insufficient. On the other hand, we notice some gaps in the choices and adaptations of literary works that permeate the studied learning situations, as well as a shy presence of contextualization action and interdisciplinary proposals.
Esse trabalho, “O currículo de Arte – a linguagem do Teatro para os anos iniciais do Ensino Fundamental no Estado de São Paulo”, tem como objeto de estudo as Orientações Curriculares e Didáticas de Arte (OCDArte), na linguagem do Teatro, para os 1ºs, 2ºs e 3ºs anos do Ensino Fundamental da Secretaria de Educação do Estado de São Paulo (2013/2015). Os autores dessa proposta curricular são: um consultor especialista na área do Teatro e um Grupo de Referência de Arte, composto por dezessete Professores Coordenadores de Arte dos Núcleos Pedagógicos das Diretorias Regionais de Ensino (PCNP) do qual o pesquisador dessa investigação fez parte. As metodologias adotadas para este estudo têm caráter qualitativo e quantitativo incluindo revisão bibliográfica e pesquisa documental. Essa análise compõe-se de um relato do processo de construção e implementação das orientações curriculares que são objeto desse estudo e que teve proposta de autoria colaborativa; partimos então para uma contextualização do momento social e político dessas etapas; fizemos uma breve análise da sua estrutura editorial e gráfica; e finalmente focamos nossa análise na área específica do nosso estudo, a linguagem do teatro, nessas orientações curriculares para os anos iniciais, discutindo as metodologias adotadas, os recursos pedagógicos e as bases teóricas, no sentido de colocar em perspectiva e aprofundar as diferentes dimensões do documento. Nosso objetivo é compreender se o processo de construção dessas orientações permitiu a participação de todos os atores envolvidos, como se manifesta a linguagem teatral nestas orientações, e ainda contribuir para a discussão dessa proposta curricular e didática, refletindo sobre seu alinhamento com as tendências contemporâneas de concepção de arte, de educação e de aprendizagem em arte. Observamos que as OCDArte, na linguagem do Teatro, como está estruturada, tem um papel relevante no ensino para os anos iniciais, visto que, a preparação dos educadores nessa linguagem é, regra geral, insuficiente. Por outro lado, percebemos algumas lacunas nas escolhas e adaptações das obras literárias que permeiam as situações de aprendizagem estudadas, assim como uma presença tímida da ação de contextualização e das propostas interdisciplinares.
Ferreira, Melina Coutinho. "Arte: um estudo em representações sociais." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6031.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
The present study, of quantiqualitative nature, had as its main purpose to locate and understand how the teachers who are in action at the Art subject in schools and also those students who are in initial formation in Degree of Education, in the town of Jataí, State of Goiás, socially represent the Art and its educative process. The research problem is related to the context which engages the teaching of art providing opposing understandings, since its obligation by Law No. 5962/71 until the current days. First, the study gathered information from the Municipal and State Departments of Education in the early years of 2014 and 2015, to map the local reality about the teachers who work in the artistic discipline. Later, we contact the schools and consequently the teachers. Successively it reached the stage of collecting the materials where we contacted 28 teachers in action. The data were collected by using the free word association technique and semi- directive interview to identify possible social representations of the teachers. Then in the third stage of collection of materials using the free word association technique, 209 students of Pedagogy have been contacted. The statements were recorded, transcribed and analyzed according to the Social Representation Theories. The EVOC software processed the collected material using the technique called free evocation of words. Looking at the Social Representation Theories, the Central Nucleus Theory and the Education and Art teachers´knowledge we developed our understanding considering the specificity of the collected materials. From the initial understanding of the data, it is understood that the social representation of art and its teaching consists of elements anchored in judgment assignments and explanations that express the act of enjoying and practicing the art school. It also points to the importance of teaching focused on developing abilities, skills, creativity, imagination, socialization and critical sense. The previous experiences in school produce information that reflect and refract the historical development and the meaning of art in (and out of) school. The data also show that the art of teaching image constructed by the subject is divided more than one dimension, expressing an idealized representation of a space in which to learn and be happy must be present; one in which the art is represented by a hard reality; providing the structure of social representations of art related to social knowing, on one hand, understands the culture as art, and in the other hand, understands the cultural or sentimental expression. This connection of elements promote the structuring of social representations related to the values established in the lived experience in a school subject that bears the marks of a school that has not yet overcome its difficulties.
A presente pesquisa, de natureza quantiqualitativa, teve como objetivo principal localizar e compreender como os professores que estão em atuação na disciplina de Arte nas escolas e também daqueles estudantes que estão em formação inicial no curso de Pedagogia, no município de Jataí, Estado de Goiás, representam socialmente a arte e o seu processo educativo. O problema da pesquisa está relacionado ao contexto que envolve o ensino de Arte, desde sua obrigatoriedade por meio da Lei nº 5692/71 até os dias atuais, que oportuniza entendimentos dicotômicos sobre o mesmo. Primeiramente, fez-se um levantamento junto às Secretarias de Educação, Municipal e Estadual, no início dos anos de 2014 e 2015, para mapear a realidade local quanto aos professores que atuam na disciplina de Arte. Posteriormente, ocorreu o contato com as escolas, para assim, contatar os professores. Sucessivamente, chegou a fase de coleta dos materiais, momento em que foram contatados 28 professores em atuação, por meio do uso da Técnica de Associações Livres de Palavras (TALP) e de entrevista semidiretiva para identificar as possíveis representações sociais professorais. Em seguida, na terceira fase de recolha de materiais, por meio da TALP, foram contatados 209 estudantes de Pedagogia. Os dizeres nos momentos das entrevistas foram gravados, transcritos e analisados à luz da Teoria das Representações Sociais (TRS). O software EVOC foi utilizado para processar o material coletado com a técnica de evocações livres. Tendo por norte os fundamentos da TRS, da Teoria do Núcleo Central (TNC) e de conhecimentos das áreas de Formação de Professores e da Arte/Educação, elaboramos nossas compreensões considerando a especificidade dos materiais recolhidos. Com a compreensão inicial dos dados, entende-se que a representação social professoral sobre a arte e seu ensino é constituída por elementos ancorados em atribuições de juízo estético e explicações que expressam o ato de fruir e praticar a arte na escola. Também apontam para a importância do ensino centrado em desenvolver capacidades, habilidades, criatividade, imaginação, socialização e senso crítico. E as experiências escolares passadas produzem na constituição das representações sociais informações que refletem e refratam o desenvolvimento histórico e o sentido da arte na (e fora da) escola. Os dados mostram ainda que a imagem do ensino de Arte construída pelos sujeitos divide-se em mais de uma dimensão, expressam uma representação idealizada, de um espaço no qual o aprender e o ser feliz devem estar presentes; uma em que a Arte é representada por uma realidade difícil; propiciam a estruturação de representações sociais sobre a Arte vinculadas ao saber social que, por um lado, compreende a cultura como arte, por outra perspectiva, parte do entendimento de expressão cultural ou sentimental. Essa conexão de elementos favorece a estruturação de representações sociais vinculadas aos valores estabelecidos na experiência vivenciada em uma disciplina escolar que carrega as marcas de um ensino que ainda não superou suas dificuldades.
Couper, Brian J., and n/a. "Residential police education and its implications for curriculum design." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060629.170144.
Full textGunn, Paul W. (Paul Wayne). "AIDS and Higher Education in Texas: Policies at Accredited Institutions." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332547/.
Full textSmith, Kenneth D. "Benchmarks in American Higher Education: Selected Approaches for Distance Education Copyright and Intellectual Property Policies." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2266/.
Full textLogue, Laurel R. "Representative Policies for Displaying Art in Student Union Galleries and Public Spaces in the United States." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/31814.
Full textMaster of Arts
Candal, Cara Stillings. "Delivering the promise: how an international perspective can improve education policies for disadvantaged youth." Thesis, Boston University, 2009. https://hdl.handle.net/2144/31963.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
An important component of President Johnson's War on Poverty, Title I of the Elementary and Secondary Education Act of 1965 represented government's first legislative acknowledgement of the educational challenges that children who live in poverty face. The original and abiding goal of Title I is to meet the special educational needs of disadvantaged students by providing supplementary funding to the schools that serve them; this funding purchases additional programming and resources that should, in theory, enable disadvantaged students to achieve at levels comparable to their more privileged peers. Despite its noble intent, more than forty years of research on the effects of Title I shows that it has had, at best, little effect on the achievement of disadvantaged students and, at worst, no effect at all. In an effort to determine why Title I has not measurably impacted the achievement of disadvantaged students, this research turns to the international community to understand similar policies employed in other countries. After classifying and describing the most common international policies for targeting financial and other resources to disadvantaged youth, the author attempts to link, via regression analysis, three different models of targeting funding and resources to student outcomes on the 2003 Programme for International Student Assessment (PISA) examination. Citing a lack of sufficient data to establish a relationship between prevalent models and student level outcomes on PISA, the author goes on to present case studies of the policies in place in three different countries, each of which represents a particular model of targeting funding and resources to disadvantaged students. The three case studies focus on The Netherlands, England, and Spain. Drawing from an analysis of policy documents and survey and interview data, each case study describes 1) how a particular international model of targeting resources looks in implementation and 2) the extent to which policies employed within each model align with documented best practices for the education of disadvantaged students. The research concludes with an assessment of what the United States can learn from each of the countries studied and with a comprehensive set of recommendations for the reauthorization of Title I.
2031-01-02
Moyle, Kathryn, and Kathryn Moyle@canberra edu au. "Digital technologies in Australian public schools : a narrative study of government policies." Swinburne University of Technology, 2002. http://adt.lib.swin.edu.au./public/adt-VSWT20060721.132427.
Full textMaguire, John C. McCluskey-Titus Phyllis Baker Paul J. "Public institutions in higher education policies on the crime awareness and Campus Security Act of 1990 and the Federal Education and Right to Privacy Act (Buckley Amendment)." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064518.
Full textTitle from title page screen, viewed February 23, 2006. Dissertation Committee: Phyllis McCluskey-Titus, Paul Baker (co-chairs), James Palmer, W. Garry Johnson. Includes bibliographical references (leaves 142-150) and abstract. Also available in print.
Lewellyn, Carol Atkinson. "AN EXAMINATION OF THE FIDELITY AND BEST PRACTICES OF LOCAL IMPLEMENTATION OF STUDENT WELLNESS POLICIES IN VIRGINIA ELEMENTARY SCHOOLS AS MANDATED BY THE FEDERAL GOVERNMENT CHILD NUTRITION REAUTHORIZATION ACT SECTION 204." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3452.
Full textQuann-Youlden, Cathy, and n/a. "Commonwealth Higher Education Policies: Their Impacts on Autonomy and Research in Australian Universities." University of Canberra. Business & Government, 2008. http://erl.canberra.edu.au./public/adt-AUC20081202.151704.
Full textQuann-Youlden, Cathy. "Commonwealth higher education policies : their impacts on autonomy and research in Australian universities /." Canberra, 2006. http://erl.canberra.edu.au/public/adt-AUC20081202.151704/index.html.
Full textTravieso-Parker, Lourdes Lucia. "Policies, Pedagogy, and Practices: Educational Experiences of Latino English Language Learners in Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26593.
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Reed, Craig B. "A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091760.
Full textStromberger, Joanne. "The Constitutionality of Dress Code and Uniform Policies." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4725/.
Full textHarris, Norman Scott. "Tenure Practices in Christian Higher Education: Policies of Member Institutions in the Council for Christian Colleges and Universities." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4873/.
Full textChappell, Clive. "The policies and discourses of vocational education and training and their impact on the information of teacher's identities /." Electronic version, 1999. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.162445/index.html.
Full textKimura-Gorecki, Katherine Lynn. "Bilingual policies are affected by alternative programs and public opinion: (A study of alternative bilingual programs and public opinion in California from 1994-1996)." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1153.
Full textGillies, Donald Robert. "Perception of change in education, training and development in the NSW Royal Police Service, post the Wood Royal Commission /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20060822.160739/index.html.
Full textGautreaux, Madge L. "The Children's Internet Protection Act and E-Rate Policies in Louisiana| A Comparison of Policy Interpretations in Region III and Their Impact on Learning Opportunities of Secondary Students." Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615288.
Full textIn 2000, President Bill Clinton enacted the Children's Internet Protection Act (CIPA) which requires all K-12 schools and publicly funded libraries to use Internet filters to protect children from pornography and other obscene or potentially harmful online content as a stipulation for receiving E-Rate funding. The varying interpretations of CIPA and E-Rate guidelines may impact the learning opportunities of secondary students.
The purpose of this study was to examine the interpretations of federal policy (CIPA), state policy (La. Rev. Stat. Ann. §17:100.7), and district policy on E-Rate funding as related to Internet filtering and secondary student learning opportunities in Region III school districts in Louisiana. The works of Heins (2001, 2003, 2006), Cho (2001, 2003, 2006), Feldman (2006), and Willard (2000, 2003), leading researchers in the fields of Internet safety and Internet filtering, were reviewed so that the issues surrounding Internet filtering and opportunities for student learning could be better understood.
Using a mixed methods research approach, the researcher explored state interpretations of theChildren's Internet Protection Act through examining Louisiana's PreK-12 Educational Technology Standards. Through interviews and administration of the American Association of School Librarians (AASL) survey on Internet filtering, district interpretations were solicited. Following survey administration, the researcher led two focus groups to solicit perceptions of district technology personnel and secondary teachers on the impact of Internet filtering on student learning opportunities at the secondary level. Follow-up interviews were also conducted to garner further information on policy interpretations and perceptions. Findings from this study shall serve as a resource for participating districts to ensure maximum opportunities for all students to learn in the 21st century.
Reed, Adalheidur Steinunn. "The Current State of Us Higher Education Social Media Policies with Regard to Teaching and Learning: a Document Review Needs Assessment." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407802/.
Full textJack, Barbara Leigh, and res cand@acu edu au. "A Study of Factors Affecting Participation and Performance of Police Officers Undertaking the Queensland Police Service’s Management Development Program by Distance Education." Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp83.04092006.
Full textMcKean, John Charles, and n/a. "The Maori schools of New Zealand, 1930-1945 : a critical examination of the policies which lead [i.e., led] to their renewal." University of Otago. Faculty of Education, 1987. http://adt.otago.ac.nz./public/adt-NZDU20070619.120057.
Full textFrawley, J. W. "Country all round : the significance of a community's history for work and workplace education /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030416.131433/index.html.
Full text"A thesis submitted in the School of Applied Social and Health Sciences at the University of Western Sydney (Nepean) for the degree of Doctor of Philosophy, February 2001" Bibliography : leaves 327-343.
Black, Watt Lesley. "The Federal Constitution and Race-Based Admissions Policies in Public Charter Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3159/.
Full textKapti, Alican. "Reform and change in police education: Examining the variations in the top-down and bottom-up structures in the process of implementation." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11028/.
Full textZambito, Nancy S. "The Perceived Impact of the Individuals with Disabilities Education Act (IDEA), 1997 Disciplinary Mandates on the School Board Policies in Three Urban, K-12 Public School Districts." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000386.
Full textRevel, Tyler. "Perceptions of the Hays County Sheriff's Office pertaining to the Texas Commission on Law Enforcement Officers Standards and Education's stress management curriculum /." View online, 2006. http://ecommons.txstate.edu/arp/202/.
Full textSpain, Carolyn. "Practices and Policies in High Schools to Prevent Educator-to-Student sexual Misconduct: A Principal's Study of Knowledge and Experiences." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33204/.
Full textHills, Fred W. "An Exploratory Study of the Impact of Institutional Policies and Practices of Community and Technical Colleges in Texas on Student Persistence in Online Courses." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33165/.
Full textElliott, Nickola. "U.S. Immigration Reform: A Policy Analysis of the Development, Relief, and Education for Alien Minors (DREAM) Act Between 2001 and 2012." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/shss_dcar_etd/128.
Full textOdueze, Simon Amanze. "An Historical Review of Higher Education in Nigeria from 1960-1985 with Emphasis on Curriculum Development." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330799/.
Full textBarbosa, Maria Helena Rosa. "Museu de arte: desafios contemporâneos para a adoção de políticas educacionais." Universidade do Estado de Santa Catarina, 2009. http://tede.udesc.br/handle/handle/763.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The object of this research is the Brazilian museums of art, mainly in that concerns to their policies. It has, as specific subject, the educational policies and actions resulting from them. So data that were obtained from eight Brazilian museums of art, from different regions of the country whose information about their policies and actions were obtained through questionnaires sent by e-mail, were analyzed. This study stemmed from uneasiness born in the professional exercise within a museum of art space and in it the educational function of museums is discussed. For the development of the study, it was adopted the exploratory research of qualitative and documental nature. Thus, it was organized data about the historical context of the museum of art space, about some concepts that permeate this institution, as well as fundamental issues were investigated in what concerns to the educational function of museums. In relation to the techniques used in the research, in the stage of data collection, it was resorted to the interview, using the resource of two questionnaires: one was answered by a representative of the Administrative sector and other by the representative of the Educational sector from the participating museums. In the data analysis, it was verified, among other results, that the eight museums develop several cultural and educational actions and that they interact with enough heterogeneous publics; however the educative actions in some of them are involved in many problems. They concern to the lack of professionals in the educational sector in determined museums; to the absence of systemized evaluation of the educational actions and others, as well as the lack of conceptual definition and theoretical support in some Educational sectors that were studied. And yet it was verified that some of these museums do not have clear and defined policies, because do not even have an official document that determines policies in relation of their practices and actions
O objeto desta pesquisa são os museus de arte brasileiros, principalmente no que diz respeito às suas políticas. Tem, como recorte específico, as políticas educacionais e as ações delas decorrentes. Foram, para tanto, analisados dados obtidos de oito museus de arte brasileiros, de diferentes regiões do país, cujas informações acerca de suas políticas e ações foram obtidas por meio de questionários enviados via correio eletrônico e-mail. O presente estudo originou-se de inquietações nascidas no exercício profissional dentro de um espaço museal da arte e nele discute-se a função educacional dos museus. Para o desenvolvimento do estudo, adotou-se a pesquisa exploratória de natureza qualitativa e de caráter documental. Desse modo, organizaram-se dados sobre o contexto histórico do espaço museal da arte, sobre alguns conceitos que o permeiam, assim como se investigaram questões fundamentais no que tange à função educativa dos museus. Quanto às técnicas empregadas na pesquisa, na etapa da coleta de dados, recorreu-se à entrevista, utilizando-se o recurso de dois questionários, sendo que um foi respondido por representante do setor Administrativo e outro por representante do setor Educativo dos museus participantes. Na análise dos dados, constatou-se, entre outros resultados, que os oito museus desenvolvem diversas ações culturais e educativas e que interagem com públicos bastante heterogêneos; entretanto, as ações educativas em alguns deles estão envoltas em muitas problemáticas. Elas dizem respeito à falta de profissionais no setor Educativo, em determinados museus; à ausência de avaliação sistematizada das ações educativas em outros, bem como à falta de definição conceitual e sustentação teórica em alguns setores Educativos estudados. E ainda constatou-se que alguns desses museus não possuem políticas claras e definidas, pois não dispõem nem mesmo de um documento oficial que determine diretrizes em relação às suas práticas e ações
Crossley, Danielle Suzanne. "The Equal Access Act: “Not the Access for All Students Except Gay Students Act”: Federal Judicial Decisions and Their Implications for School Systemsâ Policies and Practices Regarding Student Requests to Establish Gay Straight Alliance Clubs in Public Schools." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/27619.
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Stori, Regina. "AS DIRETRIZES CURRICULARES DE ARTE DO ESTADO DO PARANÁ: UMA ANÁLISE DOS FUNDAMENTOS E DA GESTÃO DO ENSINO DE MÚSICA EM PONTA GROSSA/PR (2003-2010)." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2011. http://tede2.uepg.br/jspui/handle/prefix/1312.
Full textThis work presents an analysis of the foundations of the Curriculum Guidelines of the State of Paraná (DCE) and of the management of the art/music teaching proposed in such document within the context of the city of Ponta Grossa/PR. The aims of this research include: to analyse the theoretical bases used in the Art Curriculum Guidelines of the State of Paraná; to historicise public policies for art/music teaching implemented in Paraná from 1990 to 2010; to investigate the conditions under which the Art Curriculum Guidelines of the State of Paraná were implemented, taking into account that such conditions were provided by the State Department of Education (SEED); to know what concepts of art teaching the interviewed managers hold; to find out how the DCE are managed in specific educational entities (Art Coordination Division of the Regional Centre of Ponta Grossa and management staff of some schools in the city of Ponta Grossa) This research is based on the historical and dialectical materialism, focusing on the categories of contradiction and totality (CURY, 1989; KOSIK, 1976; LUKÁCS, 1978) in order to apprehend the dialectics of both the formulation of policies proposed by the State and its management and interpretation in different educational entities. Some concepts, understood in relation to the object addressed herein, were studied and called into question in the data analysis based on some authors: State, public policies, policy management (GRAMSCI, 1991; BOBBIO, 1997; CARNOY, 1984; TAVARES, 2004; VIEIRA, 2007); art and art teaching (FIGUEIREDO, 2009, 2010; PENNA, 1995, 2001a, 2007, 2008b; SUBTIL, 2008, 2009a, 2009b; VÁZQUEZ, 1978). Data collection was carried out through the analysis of official documents related to the research object, as well as through semi-structured interviews with a teacher who took part in the policy formulation and is in charge of its management, a teacher who worked as an art consultant at the SEED, the coordinator teacher of the Art section of the Regional Education Centre of Ponta Grossa, and five principals of public schools in Ponta Grossa. The combination of the collected data with the theoretical references shows that: a) contradictions implicit in the historical movement whereby art was included in school education are expressed not only in the document text but also in the subjects‟ concepts and interpretations; b) the management of the Guidelines reflects the concepts of art and art/music teaching adopted by the subjects of the different educational entities; c) even though there are some conditions proposed by the State for the implementation of the policy referred to in the document, the concrete reality – in which the lack of material and human resources and the persistence of historically established concepts of art and art/music teaching are quite evident – doesn‟t contribute to putting into effect a proposal that represents an advance in terms of contents and concepts of art and art/music teaching.
Este trabalho apresenta uma análise dos fundamentos das Diretrizes Curriculares do Estado do Paraná (DCE) e da gestão do ensino de arte/música proposto nesse documento, no município de Ponta Grossa/PR. Os objetivos da pesquisa foram: analisar os fundamentos teóricos adotados nas Diretrizes Curriculares de Arte do Estado do Paraná; historicizar as políticas públicas para o ensino de arte/música no Paraná entre 1990 e 2010; investigar as condições de implementação das Diretrizes Curriculares de Arte do Estado do Paraná, dadas pela Secretaria de Estado da Educação (SEED); conhecer as concepções de ensino de arte dos gestores entrevistados; averiguar como as DCE são geridas nas instâncias particulares (coordenação de Arte do Núcleo Regional de Ponta Grossa e direção de algumas escolas do município de Ponta Grossa). Esta pesquisa fundamenta-se no materialismo histórico e dialético, embasando-se particularmente nas categorias contradição e totalidade (CURY, 1989; KOSIK, 1976; LUKÁCS, 1978) para apreender a dialética da formulação das políticas propostas pelo Estado e da sua gestão e interpretação em diferentes instâncias. Alguns conceitos, entendidos na relação com a totalidade do objeto enfocado foram estudados e problematizados na análise dos dados a partir de alguns autores: Estado, políticas públicas, gestão de políticas (GRAMSCI, 1991; BOBBIO, 1997; CARNOY, 1984; TAVARES, 2004; VIEIRA, 2007); arte e ensino de arte (FIGUEIREDO, 2009, 2010; PENNA, 1995, 2001a, 2007, 2008b; SUBTIL, 2008, 2009a, 2009b; VÁZQUEZ, 1978). A coleta de dados deu-se pela análise dos documentos oficiais relativos ao objeto da pesquisa e através de entrevistas semiestruturadas com um professor formulador da política e gestor da mesma, uma professora que atuou como consultora da SEED para a área de Arte; a professora coordenadora da área de Arte do Núcleo Regional de Educação de Ponta Grossa e cinco diretores de escolas públicas do município de Ponta Grossa. A articulação dos dados com o referencial teórico aponta que: a) as contradições inerentes ao movimento histórico da inserção da arte na educação escolar são expressas não só no texto do documento, mas nas concepções e interpretações dos sujeitos; b) a gestão das Diretrizes reflete concepções de arte e ensino de arte/música assumidas pelos sujeitos das diferentes instâncias; c) embora sejam propostas pelo Estado algumas condições para a implementação da política expressa no documento, a realidade concreta - em que são evidentes a falta de recursos humanos e materiais e a permanência de concepções historicamente vigentes sobre arte e ensino de arte/música – não favorece a efetivação de uma proposta que avança em termos de conteúdos e concepções de arte e ensino de arte e de música.
Sebben, Egon Eduardo. "CONCEPÇÕES E PRÁTICAS DE MÚSICA NA ESCOLA NA VISÃO DE ALUNOS DE 8ª SÉRIE DO ENSINO FUNDAMENTAL: AS CONTRADIÇÕES ENTRE O LEGAL E O REAL." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2009. http://tede2.uepg.br/jspui/handle/prefix/1269.
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This work has as its objective to investigate the musical conceptions and practices of students from the 8th grade of the elementary education and the policies concerning the art and music education at school in Ponta Grossa – Paraná, having as analysis vectors the media and the school musical practices. The proposed specific objectives are: to investigate the musical taste and practices of students from the 8th grade of the elementary education; to analyze the educational policies for the art and music education and the musical practices of the school, in order to verify in what level they meet the musical taste demand and the musical experience of the students; to investigate the students conceptions concerning the art and music education at school. The proposal of the research undertaking set off from the disquiet about the relation of the students with music, their practices and musical consumption, keeping in sight the Law Project 330/06, approved as an ordinary Law n.11769/2008, which makes obligatory the music education at school. The method applied is based in the dialectical and historic materialism, considering that the subjects and the research spaces are inserted into a wider economical, political and social reality. The prioritized instrument of research was the questionnaire, applied in 297 students from the 8th grade from 13 state public schools and 6 private schools from Ponta Grossa - Paraná. The obtained results indicate that the investigated adolescents have musical knowledge, showing themselves as active music consumers, and their taste derivates from the mediatical emissions, mostly based on the internet. However, the school does not incorporate this knowledge, reducing not only the music, but also the art to a secondary situation in the school environment. The educational policies are configured as an important way of democratization to the artistic languages access, but they need to be readjusted and rethought according to the contexts in which they are inserted. The verification that the school does not work the musical and artistic knowledge properly, and does not consider important adolescents practices knowledge, leads to reflect about the imposed challenges by the new law which institutes the obligation of music in the basic education.
Este trabalho tem como objetivo investigar as concepções e práticas musicais de alunos de 8ª série do Ensino Fundamental e as políticas para o ensino de arte e música em escolas do município de Ponta Grossa – Paraná, tendo como vetores de análise as mídias e as práticas musicais da escola. Os objetivos específicos propostos são: investigar o gosto e as práticas musicais de alunos de 8ª Série do Ensino Fundamental; analisar as políticas educacionais para o ensino de arte música e as práticas musicais da escola, a fim de verificar em que medida respondem às demandas de gosto musical e às vivências musicais dos alunos; investigar as concepções dos alunos a respeito do ensino de arte e música nas escolas. A proposta de empreendimento da pesquisa partiu de inquietações a respeito da relação dos alunos com a música, suas práticas e consumo musical, tendo em vista o projeto de Lei 330/06, aprovado como Lei ordinária nº11769/2008, que torna obrigatório o ensino de música na escola. O método empregado se embasa no materialismo histórico e dialético, considerando que os sujeitos e espaços da pesquisa inserem-se na realidade econômica, política, social e cultural mais ampla. O instrumento de pesquisa priorizado foi o questionário, aplicado em 297 alunos de 8ª série de 13 escolas públicas estaduais e 6 escolas particulares de município de Ponta Grossa – Paraná. Os resultados obtidos indicam que os adolescentes investigados possuem conhecimentos musicais, mostrando-se consumidores ativos da música, e seu gosto mussical decorre das emissões midiáticas, com aporte da Internet. Contudo, a escola não apropria-se desse conhecimento, reduzindo não apenas a música, mas também a arte a uma situação secundária nos espaços escolares. As políticas educacionais configuram-se como importante meio de democratização do acesso às linguagens artísticas, mas precisam ser reapropriadas e repensadas de acordo com o contextos em que se inserem. A constatação de que a escola não trabalha adequadamente o conhecimento artístico e musical, e não considera saberes importantes das práticas dos adolescentes, leva a refletir sobre os desafios impostos pela nova lei que institui a obrigatoriedade da música na educação básica.
Arthabowornpisan, Orachorn. "The Development of the University of the Thai Chamber of Commerce, Bangkok, Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331505/.
Full textAlmeida, Isabel Augusta Fogaça de. "A inclusão do aluno com deficiência intelectual na rede regular de ensino : o que mostram as pesquisas /." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/158312.
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A deficiência intelectual (DI) é um conceito construído pela sociedade diante de seus valores histórico-sociais. Em consequência, a inclusão da pessoa com DI é algo que está sendo estruturado cotidianamente e as interpretações sobre o que é inclusão variam de acordo com a cultura e com o contexto social. Neste cenário, as leis e os decretos brasileiros modificam-se para que o direito de acesso à escola seja comum a todos os seres humanos, porém, sabe-se que são necessárias políticas públicas para que a legislação seja efetiva diante dos desafios do modelo arcaico escolar. O principal objetivo deste trabalho é investigar a produção científica e/ou acadêmica sobre inclusão de pessoas com deficiência intelectual no ensino regular, tendo como metodologia o Estado da Arte ou do Conhecimento nas pesquisas apresentadas na Plataforma SCIELO e LILACS entre 1994 e 2017, utilizando os seguintes descritores: inclusão da pessoa com deficiência intelectual, inclusão do aluno com deficiência intelectual, deficiência intelectual e inclusão, deficiência intelectual na escola. Por meio dos trabalhos encontrados, foi possível identificar que cinco pilares são necessários para sustentar e efetivar a inclusão do aluno com DI, a reestruturação da escola, a capacitação dos professores, o apoio teórico das universidades, a elaboração de políticas públicas e o trabalho pedagógico inovador.
The intellectual disability is a concept built for society in view of their historical-social values. As a consequence, the inclusion of the person with ID is something that is being structured daily, and the interpretations about what is included vary according to the culture and the social context. In this scenario, Brazilian laws and decrees are modified so that the right of access to the school is common to all human beings, but it is known that public policies are necessary to make legislation effective in the face of the challenges of the archaic model school. The main objective of this work is to investigate the scientific and / or academic production on the inclusion of people with intellectual disabilities in regular education using as methodology the State of Art or Knowledge in the research presented in the SCIELO and LILACS Platform between 1994 and 2017, using the following descriptors: inclusion of the person with intellectual disability, inclusion of the student with intellectual disability, intellectual disability and inclusion, intellectual disability in school. Through the works found, it was possible to identify that five pillars are necessary to sustain and to effect the inclusion of the student with ID, the restructuring of the school, the training of the teachers, theoretical support of the universities, elaboration of public policies and innovative pedagogical work.
Mehadji, Meriem. "Les politiques culturelles et le processus de développement dans le monde arabe : analyse d’une série d’indicateurs." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05D005/document.
Full textIn 2010, the appraisal of the Millennium Development Goals (MDGs) indicated that all the countries and the different actors involved in this process should underlay their efforts to implement projects adapted to the nature of the various societies. To this end, the issue of "culture" has emerged as an obvious and inherent factor in achieving these goals.Our research issue raises in this context through a geostrategic area which undergoes great changes in the political, economic and social level. Thus, can the culture constitute a basic element in the development programs undertaken in the Arab States? The present thesis is developed through three main stages. First, the integration of culture in this process as a real sector. Then, the means and methods used by the different actors involved and concerned with the field of culture in the Arab countries. Finally, specific indicators related to the region which could show the limits, but also the potential of Arab States.This approach acts as clearing, insofar as the development through cultural sector remains largely untapped in the Arab world. However, the changes occurring in recent years in the region can lead to a genuine reconsideration of the cultural sector and its relationship with the development process
Pereira, Joana Sofia Saraiva. "Os novos artistas e o mercado da arte em Lisboa." Master's thesis, 2018. http://hdl.handle.net/10071/17356.
Full textThe idea that originated the present dissertation was born of a deep concern with the constant difficulties in the artistic area, more concretely the place of the young artists in the art market. The perception that there is an inattention to this area of such importance for the experience of a society. In this sense several hypotheses have been put forward as an explanation for the worrying situation of the artists. We started from several definitions that helped us to understand fundamental concepts for the analysis performed. The definition of art, artist and work of art are some of which we present. The first hypothesis focused on society. Does society in general not recognize the value of artistic practice? Consequently, the value of the work of the artists as well as of the artist himself are called into question. Formal education is an essential factor for the construction of an evolution within the world of art. How can education for the arts contribute to building more informed and critical young people? The fact that we are confronted today with somewhat "different" artistic manifestations of a more conventional visual art may also be a contributing factor to the lack of recognition on the part of society. Finally, it becomes crucial to see cultural policies for culture in order to understand what has been done to support artistic creation and to motivate individuals to visit exhibitions and to acknowledge the immense work done behind artistic creation. Surveys and interviews were conducted as a way of collecting information for the study. Surveys are essentially exploratory and were carried out in small groups in order to obtain a sample of society's view of the artistic area. The interviews were conducted with early-career artists who have not yet achieved a place in the art market. Thus, we were able to gather information about the life of each artist and the way the art market appears.
Luzio, Tiago Miguel da Silva. "A articulação entre políticas culturais e políticas educativas em Portugal: O Plano Nacional das Artes." Master's thesis, 2021. http://hdl.handle.net/10071/23709.
Full textAs human beings, our personal and social identities are largely constructed through the material and immaterial heritage we hold. This means that a symbolic heritage is generated through culture, which helps in the construction of personal and social identities. We are, therefore, a product and producers of culture. At the same time, through education, this heritage is valued, supporting the maintenance of new educational processes. So, culture is the other interface of education, as it is through education that cultural development is generated. In this logic, there are close relationships between these two social spheres, which prove to be essential. This investigation privileges an approach based on the qualitative paradigm, through the application of exploratory interviews and interview surveys, as also the study and analysis of a panoply of relevant documents, with the purpose of highlighting the need for articulation between cultural and educational policies, in the Portuguese context. Aiming to prioritize a current and projected vision for the near future, this scientific investigation focuses on the analysis of recently implemented plans, projects and networks, especially the National Plan for the Arts, the central object of this study, whose purposes include making the arts accessible to all citizens in the national context, especially with regard to children and young people through the educational community, promoting participation, enjoyment and cultural creation, in a logic of inclusion and lifelong learning.
Sanders, Anne Elizabeth. "The Mildura Sculpture Triennials 1961 - 1978 : an interpretative history." Phd thesis, 2009. http://hdl.handle.net/1885/7452.
Full textMoyle, Kathryn. "Digital technologies in Australian public schools : a narrative study of government policies /." 2002. http://adt.lib.swin.edu.au/public/adt-VSWT20060508.111453/index.html.
Full textWalker, Duronne K. "Minority and non-minority students with disabilities in higher education : are current university policies meeting their needs /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337955.
Full textSource: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4294. Adviser: Laurence Parker. Includes bibliographical references (leaves 97-102) Available on microfilm from Pro Quest Information and Learning.
Neitzel, Alan Kent. "How government mandated policies affect those responsible for their implementation : the USA Patriot Act and academic libraries /." 2006. http://digital.library.okstate.edu/etd/umi-okstate-2034.pdf.
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