Fostering the Development of Self-Determination in Early Elementary Students with Diverse Learning Needs through a Choice-Based Art Curriculum

Autor/in	Hoover, Elizabeth
Titel	Fostering the Development of Self-Determination in Early Elementary Students with Diverse Learning Needs through a Choice-Based Art Curriculum
Quelle	(2018), (148 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit M.A. Thesis, Moore College of Art & Design
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Action Research; Art Education; Self Determination; Early Childhood Education; Kindergarten; Grade 1; Student Diversity; Case Studies; Art Teachers; Community Programs; Personal Autonomy; Competence; Child Development; Disabilities; Student Centered Learning; Photography; Observation; Qualitative Research; Semi Structured Interviews; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Projektforschung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Selbstbestimmung; Early childhood; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; Case study; Fallstudie; Case Study; Art teacher; Kunsterzieher; Kunsterzieherin; Individuelle Autonomie; Kompetenz; Kindesentwicklung; Handicap; Behinderung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fotografie; Beobachtung; Qualitative Forschung
Abstract	This action research study investigates how the implementation of a Choice-Based Art curriculum might foster the development of self-determination in pre-kindergarten through first-grade students with diverse learning needs. Through a case study conducted over a ten-week period, the participant-researcher, an art teacher at a non-profit community arts education organization, gathered data concerning self-determined behaviors such as autonomy, competence, and relatedness through observation and interview methods as participants attended Choice-Based Art classes. This study explores childhood development theories regarding non-disabled children as well as children with disabilities, theories and practices in Student-Centered education and Choice-Based Art Education, and studies conducted on the effect that providing choice has on the development of self-determination in people with diverse learning needs. The results of this study demonstrate the positive impact Choice-Based Art Education can have on the development of self-determination for early elementary students with diverse learning needs. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01