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Bellas, Noel. "Successes and challenges in implementing community art programs for youth in low-income communities : implications for social work practice." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100738.
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The purpose of this study was to examine the successes and challenges in implementing community art programs for youth in low-income communities. The National Arts and Youth Demonstration Project (NAYDP) was initiated in September 2001 in five program sites across Canada. This article reports on the qualitative findings of NAYDP staff implementation journals that were utilized in the first term of the project. Findings suggest that community partnerships in program recruitment, youth management and engagement and survey administration were all key aspects in the ability of staff to deliver the program. Positive Youth Development (PYD) provides a guiding framework and implications for social work practice, education and future research are explored.
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Labrinakos, Laura E. B. "Encouraging personally meaningful student art making through the inclusion of pre-studio, idea-generating activities a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2006. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2006.Source: Masters Abstracts International, Volume: 45-06, page: 2749. Typescript. Abstract precedes thesis as 1 leaf iii. Includes bibliographical references (leaves 74-75)
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Preira, Jamie. "Indoor Nature-Based Art Activities| The themes students discuss while creating nature-based art." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276991.
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When children can understand their surrounding environments (whether it be the natural environment or their built environment) it is said that they can connect more deeply and have a heightened awareness of their surroundings (Kelly, 2013). This connection and heightened awareness can open their eyes to prevalent environmental issues, increasing their sense of social responsibility. The research on this type of learning generally occurs in formal institutions (i.e., a school), non-formal centers (i.e., at an outdoor education center), or informal meeting places (i.e., at a park with a parent). I conducted a primarily qualitative study?utilizing arts-based research (ABR) methods and environmental art education theory?to better understand school-aged children?s (5-10 years of age) engagement with nature during indoor nature-based art classes. I observed children within a small, mountain-town school (Kindergarten ? 5th grade) while they engaged in various artistic activities such as drawing, finger painting, and watercolor. My purpose was to gauge whether indoor nature-based art activities compelled elementary aged children to engage in meaningful conversation about nature. I assessed meaningfulness by the structure of their sentences and topics of their discussions that ensued. This assessment included looking for changes over time in students? reaction to the art they were creating and the subsequent connections they were making. Results demonstrate that students are deeply engaged in their artwork and talk mostly about memories related to nature and what aspects of nature their artwork inspires. Given that these activities provoked students to be thinking about nature, schools may want to consider conducting similar activities if they are unable to provide quality time outdoors for their students but want to help their students maintain a nature connection.
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Turpin, Kelly Marie. "Are children overstructured? involvement in adult-organized activities and children's outcomes /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1228250961.
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Myers, Donald L. "Remediation of the misconception held by elementary students that humans are not animals through application of integrated art-science activities." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902510.
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This study was designed to investigate the effectiveness of integrated art-science curricula upon remediation of the misconception held by elementary students that humans are not animals. Quantitative instruments were designed to measure and assess: (1) the existence of the misconception within the test population; (2) the degree to which the misconception existed within grade levels and treatment groups within grade levels; (3) the degree to which any positive level of remediation is achieved; and (4) evaluation of the experimental curricula by participating faculty. Qualitative instruments were applied to measure and assess the reasoning process applied by students for the formation of and any degree of change in the targeted misconception.Two hundred and forty-two students, in grades one, three and five, from a rural elementary school in east central Indiana participated. Enrolllment of students in individual classrooms was accomplished by administration policy of random assignment. Classrooms, by grade level, were randomly assigned to treatment groups by the researcher.Students in control groups at each grade level were instructed according to established curricula of the school. Students in experimental animal science groups were instructed through specifically designed hands-on science activities with the art component being the school's established curriculum. Students in experimental animal art groups were instructed according to specifically designed art activities incorporating observations made during science lessons, with the science component being the school's established curriculum. Students in the both treatment groups received instruction combining the experimental animal science and experimental animal art curricula.Results indicated that students instructed from the experimental curricula demonstrated remediation of the misconception, with students in the both treatment groups of each grade level demonstrating the highest degree of remediation. Students in control groups failed to demonstrate any level of significant remediation while actually demonstrating an increase in the degree to which the misconception was held.Implications presented by the data indicate interdisciplinary approaches to learning to be far more effective in establishing higher levels of comprehension and understanding. Through the combination of the innate behaviorial characteristics of elementary students and the connecting relationships of academic disciplines, presentation of instructional materials will generate higher levels of interest and enthusiasm within both students and teachers. The resultant effect being a more positive learning environment and an increase in achievement.Department of Biology
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Oliver, Brenda Peck. "Activities in world history for artistically talented students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/703.
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The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than the previous failure rate of 12%.
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Miranda, Janet Young. "A Study of the Effect of School-Sponsored, Extra-Curricular Activities on High School Students' Cumulative Grade Point Average, SAT Score, ACT Score, and Core Curriculum Grade Point Average." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2879/.
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This study investigated the effect of school-sponsored, extra-curricular activities on academic achievement for students at a private school in north central Texas. Students selected for this study were graduates from the classes of 1996, 1997, 1998, 1999, and 2000. With a minimum participation of two years during grades nine through twelve, students were categorized into subgroups of activities. After eliminating students who participated in more than one of the extra-curricular activities of music, drama, visual arts, and athletics, three hundred sixty-one students were represented. The identity of students was encoded and information was recorded for gender, school-sponsored, extra- curricular activities, cumulative grade point averages, SAT Scores, ACT Scores, and cumulative grade point averages in core curriculum subjects. A two-way ANOVA test with a two-by-five factorial design was completed for research questions one through four. A one-way ANOVA with a one-by-five factorial design was completed for research question five. When a significant F was found, Scheffe and LSD post hoc tests were completed to determine pair wise interaction. Statistical differences did exist when comparing school-sponsored, extra-curricular activities and cumulative grade point averages with musicians having a significantly higher cumulative grade point average, SAT scores, and ACT scores than athletes. A significant difference was found among the activity subgroups regarding the cumulative grade point averages in the core curriculum subjects of foreign language, history/English (an interdisciplinary subject at the studied school), mathematics, and science with musicians scoring significantly higher than athletes in all subjects. It is recommended that further studies be conducted to investigate the impact of activities on student achievement. Studies might include larger and different populations, the impact of participation at a younger age, and the impact of other activities on student achievement.
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Casey, Arthur Clifford. "A Study of the Relationship of Student Participation in the Activities Program to Student Achievement, Attendance and Scores on College Admissions Examinations." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331575/.
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This investigation studied the impact of male student involvement in selected school activities upon grade-point averages, rates of attendance and college entrance examination scores. The main purpose of this study was to provide data for state officials, school administrators, and school boards as they seek to make decisions concerning the activities program and its place in the educational system. The specific purpose was to determine if involvement in selected school activities had any relationship to the variables grade-point average, attendance, and scores on college entrance examinations. The study was carried out in four large Texas high schools with a total student population of 6,456. Male participants in seven major school activities were randomly selected. This process produced a total sample of 280 male students representing participation in seven activities in four high schools. Each activity was represented by a sample of forty male students. The conclusions were drawn that (1) there is a positive relationship between participation in the activities program by male students and attendance rate, grade-point average, and scores on the Scholastic Aptitude Test and (2) there was no negative relationship between participation in the activities program and the participants' ability to receive a high school education.
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Christopher-Yarrington, Laura. "Art criticism and aesthetics activities for fourth and fifth graders: Design, implementation and exploration of students' responses." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/278666.
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This study explored two areas: (1) teacher implementation of aesthetic and critical activities in the classroom; and (2) the nature of fourth and fifth grade students' responses during such activities. A series of lessons were designed and taught to fourth and fifth grade students. The study had two goals: (1) to solicit responses from the students that would illustrate their cognitive levels and their stages of understanding art; and (2) to provide a venue by which the researcher would assess her ability to design and facilitate philosophical and interpretive activities. Data from the study indicates that these students recognize expressive qualities of portraits, understand basic symbolism, apply the concept of figurative expression to their own abstract representations, and give clearly stated reasons for their aesthetic beliefs. Reflections on the teacher's participation in the study indicate need for fine tuning of questioning and facilitating strategies, and a greater historical knowledge of art and aesthetic theories.
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Cleveland, Rachel. "Understanding Employability Development Skills through Co-Curricular Activities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404619/.
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Employability skill development is being increasingly investigated among higher education scholars, corporate hiring managers, and governments around the world. Understanding employability skill development is important because it has implications on educational policy, teaching techniques, curriculum designs, and recruitment practices. This study was conducted at a public research university in a southwestern state of the United States. It was designed to understand the difference in employability skill development among students who participated in a leadership development program compared to those who did not. Additionally, the study investigated what skills were seeing the most change among student participated in the leadership development program, and if a student's major of study played any role in their overall employability development over the course of a year. Eight employability skills were tested in a pre- and post-test model. Results indicated that students in leadership development programs are more likely to see an increase in employability skill development. From the skills tested among participates, those in the leadership program found the most change over time in the area of problem solving skills. Finally, the results also indicate that a student's major does have an impact on their overall employability skill development. Students who major in business had significantly higher employability scores than those in other majors at the university.
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Hall, Nora R. "You and your environment: a program of participatory art activities to enhance students' understanding of design elements." Thesis, Boston University, 1988. https://hdl.handle.net/2144/37158.
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Thesis (M.F.A.)--Boston UniversityPLEASE 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.
2031-01-01
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Blom, Diana Mary. "Minimal music: roles and approaches of teachers engaging students with a contemporary art music through composing activities." University of Sydney. Music, 2001. http://hdl.handle.net/2123/802.
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Since it arose in the 1960s, the minimalist aesthetic has increasingly influenced composers of art and popular music around the world and, in turn, minimalist composers have drawn on the compositional ideas of Western popular music and several non-Western musics. Educationally, minimal music offers much potential for music in the classroom as it embodies a number of musical characteristics known to, and preferred by, students aged 9-18 years at primary, secondary and first year tertiary level. Socially, it offers teachers an opportunity to engage students, through composing activities, with contemporary society. The study aims, firstly, to analyse compositions by students aged 9, 12, 15 and 18 years and their teachers, seeking pastiche development of, and compositional expansion beyond, the musical concepts presented in a resource booklet of projects, The Pulse Music Album. Secondly, this study aims to investigate how nineteen participating teachers in three countries engage their students with minimalist composing activities stimulated through the resource booklet. The study attempts to determine why teachers adopt their particular roles and strategies by examining music qualifications, preferences and experience, teaching perspectives and teaching environments. It also seeks to identify reasons why one group of teachers submitted pieces which were pastiches of those presented in the projects and another group submitted compositions which moved well beyond pastiche into an expansion of these same musical concepts and argues for this as evidence of dialogue with contemporary society. Conclusions drawn from the findings note that while there are many commonalities between the backgrounds and approaches of both groups of teachers, there are clearly observed differences. These differences suggest approaches to classroom composition for consideration by practising classroom teachers, in-service instructors and teacher training institutions.
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Blom, Diana. "Minimal music roles and approaches of teachers engaging students with a contemporary art music through composing activities /." Connect to full text, 2001. http://hdl.handle.net/2123/802.
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Thesis (Ph. D.)--University of Sydney, 2002.Title from title screen (viewed Apr. 24, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Music, Faculty of Arts. Degree awarded 2002; thesis submitted 2001. Includes bibliography. Also available in print form.
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Wilder, Christopher. "An Examination of Parents' Preferred School Counselor Professional Activities." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33211/.
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The purpose of this study was to examine parent preferences for school counselor professional activities. The primary focus of research was to determine if any relationship exists between (1) parents' demographic factors - gender, age, socioeconomic status, ethnicity - and their preferences for school counselors' professional activities; (2) educational factors - parents' level of education and grade level of their student (9-12) - and parents' preferences for professional activities; and (3) parents' experience parenting high school students and their preferences for school counselors' professional activities. I utilized a 7-item demographic questionnaire and an adapted version of the School Counselor Activity Rating Scale (SCARS; Scarborough, 2005). The SCARS is a 48-item standardized instrument that measures how school counselors actually spend their time engaged in professional activities compared to how they would prefer to spend that time. The format was adapted from a verbal frequency scale to a 5-point Likert-type scale. In the current study, parents indicated their preference for school counselors to enact certain tasks, with higher scores indicating greater endorsement of the task. Cronbach's alpha for each of the SCARS subscales indicated good internal consistency: Counseling .879; Consultation .831; Curriculum .933; Coordination .867; and "other" .828. The sample was composed of 250 parents from a school district in the southwestern United States. The study population consisted of 198 female and 52 male participants ranging in age from 31 to 66 years old and included 6.4% African American, 1.6% Asian/Pacific Islander, 8.0% Hispanic, 4% Native American, and 83.6% White. Results indicated that parents overall preferred counselors to engage, from most to least, in Coordination, Counseling, "other," Curriculum, and Consultation activities and that they most strongly endorsed counselors providing students with academic advising and counseling for school related behavior. Regarding the primary focus of this study, the Pearson product moment correlation coefficient was utilized to ascertain potential relationship between variables. Results indicated a small statistically significant correlation between gender and the Counseling subscale score, r = .178, p < .01. Compared to male parents, female parents' scored higher on the Counseling subscale. Results also indicated a small statistically significant negative correlation between parents' eligibility for their children to receive free or reduced-price lunch and Coordination subscale scores, r = -.126, p < .05. Parents eligible to participate in the government's free or reduced-price meals under the National School Lunch and Child Nutrition Program were more likely than non-eligible parents to indicate a preference for counselors to coordinate student referral to school-related programs and services. Respondents' reports of their age, ethnicity, parents' educational attainment, student grade level, and parents' experience parenting high school students did not correlate significantly with their SCARS scores. Parents' preferences based on responses to the SCARS are discussed, as are implications for school counselors, directors of guidance, and counselor education faculties.
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Connell, Matthew Joseph. "Perceptions of Student Activities Mid-Managers toward their Career Goals and Career Opportunities." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278625/.
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The problem of this study was career goals of student activities mid-managers and their perceptions of attaining these career goals. An introduction and the purposes of the study are included in Chapter 1. Chapter 2 includes a review of selected literature on professional development and mobility. The methodology used to conduct this study is described in Chapter 3. The findings are presented in Chapter 4, and the summary, discussion, conclusions, and recommendations are contained in Chapter 5. The 455 student activities mid-managers employed at institutions holding membership in the National Association for Campus Activities were mailed a questionnaire composed of demographic items and questions seeking information relevant to the purposes of this study. A total of 296 (65%) usable surveys were returned. The results of the study indicate that the positions of chief student affairs officer and dean of students were career goals of the subjects. The dean of students position was the only position that was perceived as attainable by the subjects. When looked at by gender, males desired and believed that the positions of chief student affairs officer and dean of students were reachable. Women desired both positions, but believed that only the position of dean of students was attainable. A t-test revealed a significant difference between the desire of males and females regarding the position of chief student affairs officer. Fourteen items were presented to the subjects to assess their perceptions of institutional support for professional growth. The sample identified 8 of the 14 items as present in their organizations. A t-test revealed no significant difference between the perceptions of males and females regarding institutional support on any of the 14 items.
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Fawcett, Lillian M. "School's out adolescent 'leisure time' activities, influences and consequences /." Connect to thesis, 2007. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0040.html.
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Westmoreland, James Larry. "A Study of Educational Reform Legislation, Extracurricular Activities, and No-Pass, No-Play in Texas House Bill 72." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330761/.
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The problem of the study was to ascertain the perceptions of high school personnel and students regarding the effectiveness and implementation of the educational reforms and the No-Pass, No-Play section in Texas House Bill 72 and compare them to changes in reported student academic performances. Questionnaires were mailed to a stratified random sample of fifteen high schools in Texas. Six persons were asked to respond at each school. The sample consisted of ninety participants. In addition, each school provided forty student grade profiles, twenty from 1984 and twenty from 1986. The instrument, "Questionnaire on Texas Educational Reform Legislation, Extracurricular Activities and No-Pass, No-Play," had eighteen questions. Questions one and two provided demographic data for the study. Questions three through eighteen assessed the perceptions of high school personnel and students regarding educational reforms and the "No-Pass, No-Play" rules. Hypotheses one through four used chi-square Tests of Independence to determine the significance among variables. Hypothesis five used a t value to measure the comparison of the grade-point averages from 1984 and 1986. Hypothesis six compared the result of hypothesis five and a z value generated from a comparison of a percentage of participant responses and the neutral value. The findings were that of 120 chi-square calculations only ten showed significance for 8.3 percent of the total. There were no significant differences found among the variables regarding the questions asked. There was a significant difference in what study participants thought about students' achievement and the actual differences in the student grade-point averages. A major conclusion was that the participants believed that students were achieving more academically since Texas House Bill 72 and "No-Pass, No-Play." In summary there were six findings, eleven conclusions, seven general recommendations, eight specific recommendations and six recommendations for further study reported as a result of this research.
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Gamwell, Peter M. "Learning through the arts: An investigation of the experiences of intermediate students as they explore and construct their understandings of language and literature through artistic activities." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6285.
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New understandings regarding the nature of intelligence, and recent research demonstrating the importance of the emotional and aesthetic context of learning, suggest that teachers reflect seriously upon the types of learning environments which will optimize the learning potential for their students (Caine & Caine; 1994, 1997; Csikszentmihalyi, 1997; Eisner, 1985/1998a; Gardner, 1993, 1999a, 1999b). My practical experience has led me to believe that the arts can provide an important vehicle through which students can explore their learning. The purpose of this investigation was to gain an understanding of the processes of meaning making in adolescent students as they learned language and literature through artistic activities. Furthermore, it identified changes in participant perceptions of their learning. The voices of the students were central to the findings of the investigation. The inquiry was qualitative in nature and underpinned by a constructivist perspective. The research findings drew on data from students in the teacher/researcher's grade eight language class. Four case studies, two girls and two boys, were also conducted. Information was gathered through interviews, audio and video taping, student journals and field notes. Data analysis utilized both within and cross-case analysis. Findings from this investigation support recent research which suggests that teachers should carefully consider the implications of MI theory, emotional intelligence, and aesthetics when designing classroom experiences for their students (Caine & Caine, 1994, 1997; Eisner, 1993; Gardner, 1999a, 1999b; Goleman, 1995; Langer, 1997; Perkins, 1992; Sylvester, 1994). Using the arts as a vehicle to give students control over the nature and direction of their learning provides a context in which more students will find success more of the time.
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Yamamoto, Ruth H. "Serious Fun: The Perceived Influences of Improvisational Acting on Community College Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1453.
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Research in extracurricular activities and arts education demonstrate how experiences in those areas contribute to the well-being and ongoing development of students in higher education. Although practiced and performed across the United States, theatrical improvisation, as an art form or extracurricular activity, lacks investigation within the context of higher education. Without an understanding from the student perspective, higher educational stakeholders miss an opportunity to incorporate experiences that address the institutions' mission and learning goals or worse, inadvertently produce student disenfranchisement. The purpose of this phenomenological study was to explore and describe the experience of improvisational acting training, practice, and performance of 7 college students who participated in an improvisation group. Huizinga and Caillois's theories of play and Csikszentmihalyi's theory of flow served as the conceptual framework for the study. Data collection occurred at a community college in the mid-Atlantic region through 2 interviews with each participant and 1 focus group until reaching saturation of data. Data were analyzed through iterative coding of significant statements through which themes emerged. Themes included attraction to the activity, practice of the craft, applications of skills to life, and a continuance of improvisation in the participants' lives and at college. The findings lend credibility to other research supporting arts and extracurricular activities and provide educational stakeholders with insights from students on what they value in their educational experience. Positive social change can come from providing students with an education that includes fun, creativity, and socialization for a successful future.
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Kittle, Kris J. "The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33179/.
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Service-learning continues to gain in popularity across the higher education landscape and can be found in most educational institutions. Although more often found in student affairs programming, it is also viewed as a viable pedagogy. Most studies show that service-learning impacts students in various ways: academically, socially and vocationally. The research study employed quantitative methods. It analyzed prediction of participation in community service/service-learning with students' self-assessment on five outcomes: academic skills, social integration, community integration/alumni expectations, connection with the campus community and change in opinions, values and attitudes. A canonical correlation analysis was conducted on data collected on the Profile of Today's College Student administered by NASPA-Student Affairs Administrators in Higher Education. The data represent a random sample (N = 374) of undergraduate students enrolled at a mid-sized, private four-year university located in the south central United States. The study looked for statistical significance as well as employed effect size measures. The study found participation in community service/service-learning predicts on all five factors in the model. Additional analysis incorporated effect size measures to further strengthen the results. The results were both statistically (p < .001) and practically significant (Rc2 = .101). Connection with the campus community and social integration were best predicted by participation in community service/service-learning. Surprisingly, change in opinions, values and attitudes was found to be least predictive, but correlated at significant levels. Research on service-learning has focused on service-learning related to academic performance, often neglecting the co-curricular experiences and development. Since service-learning can be found in co-curricular and academic programming, more research on community service/service-learning should focus on co-curricular service experiences.
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Hillman, Jan. "An investigation of the current status of fund raising activities and training within student affairs divisions in Texas colleges and universities." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3139/.
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The primary focus of this study was to discover the depth of involvement with fundraising by student affairs professionals in Texas. It sought to determine the predominance of chief student affairs officers trained in development and the types of training that they received. Cooperation between student affairs divisions and development offices was also studied and whether there was a correlation between a cooperative relationship and the number of successful fundraising goals. This study includes a review of related literature on student affairs fundraising, a description of the methodology, results of the survey, conclusions, implications, and recommendations that may assist in future decision-making concerning future involvement in fundraising. The surveys were mailed to 149 four-year (public and private) institutions and two-year public institutions in Texas. The senior staff members of both the student affairs office and development office were asked to complete a survey. There was a 60.7% return rate consisting of responses from 72 development offices and 95 student affairs offices for a total of 167 usable responses. The study found that 59% of the student affairs officers had some formal training and/or on the job training. Involvement in fundraising was reported by 62.1% of the chief student affairs officers. Eighteen percent reported that they employed a development officer exclusively for student affairs fundraising, and another 30% had a development officer assigned to student affairs. Most development officers and student affairs officers perceived the other officer as cooperative rather than competitive in raising funds. Recommendations from this study include studying community college fundraising structures separately for more depth, conducting qualitative interviews with student affairs development officers, making a comparison of student affairs offices that have full-time development officers, and comparing the differences in fundraising success between development officers and chief student affairs officers. Recommendations for the professions include resource development training for student affairs officers and student affairs education for development officers.
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Stowe, Jr William A. "Comparison of Learning Performance Between Students Who Do and Students Who Do Not Use Mobile Technology-based Activities." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500130/.
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This study examined if using mobile technology-based activities would increase student performance in biological science courses. The study compared two groups of students in lectures and labs. Each group had about 20 students. The mobile group had mobile technology-based activities and the non-mobile group received conventional instruction. The mobile group used links to the website, or a QR Code to access the activities. The non-mobile group had handouts and worksheets over the same content. The research methodology for this study was mixed method. The study was a quasi-experimental design that used instruction method as the independent variable between two groups. The study used formative and summative assessment to compare the performance of the mobile group and non-mobile group in lecture and lab. The student in the mobile group had statistically significantly higher lab exam scores than students in the non-mobile group. Additionally, Students were surveyed about their performance expectancy and effort expectancy using mobile technology for learning, and they were asked about their self-management of learning. Analysis indicated that both groups had similar performance and effort expectancy using mobile technology for learning, but the two groups differed on self-management of learning responses to the survey. Focus groups from the mobile group and the non-mobile group were interviewed about issues related to benefits and challenges encountered learning with mobile technology-based activities.
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Weidner, Deborah Fowler. "The Effect of Creative Dramatics Activities on the Story Retellings of Kindergartners." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500489/.
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The study was designed to determine the effect a dramatic play activity had on the content of a story retelling of kindergarten students. Approximately 35 students were randomly sampled to form experimental and control groups. Both groups engaged in a read aloud activity, followed by brief discussion, and an independent illustration of the story. The experimental group participated in a creative reenactment of the story prior to the illustration activity. Students in both groups then retold the story to the researcher. Retellings were transcribed and scored for: Story Retelling Analysis score (Morrow, 1988); percentage of characters recalled; percentage of plot episodes recalled; and the presence of story language, inferential statements, and a distinct beginning, middle, and end. Anecdotal data are described narratively.
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Charles, Joan T. "Teacher-directed student use of the Internet for curricular activities: Profiles of frequent and infrequent use." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3095/.
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The purpose of this study was to develop profiles that described teachers with infrequent and frequent teacher-directed student use of the Internet for curricular purposes. Responses to the teachers' self-reported needs, beliefs, demographics, Internet skill levels, and other information were examined as the basis for the study. The study was descriptive in nature, utilized correlation and causal-comparative methods, and employed a convenience sample. The population consisted of 3,187 public school teachers from Nebraska and four service regions in upstate New York. Data related to the research questions were gathered using an online survey. After minimum access was determined, frequencies, percentages, t tests, and correlations were used to examine the data. Teachers with infrequent (<15 mins. /week) teacher-directed student use of the Internet comprised 63% of the sample. Teachers from elementary and high school levels were almost equally represented in the infrequent use group. The majority of the high school level teachers were assigned to language arts, mathematics or science courses. Teachers in the frequent (>. 90 mins. /week) use group were predominately (75%) high school level, with the majority teaching computer and business subjects. Significant differences were found between the use groups regarding beliefs about the Internet's effect on students and schools and feelings about designing lessons that included the Internet or technology. Within the infrequent use group, significant correlations were found between comparative Internet skill levels and (a) hours of technology-related professional development and (b) willingness to use the Internet for professional development. Further study should be given to the question of how these differences and correlations may affect the amount of teacher-directed student use of the Internet. The profiles developed in this study provide a starting point to assist regional, district, and school-level personnel in assessing local needs and focusing resources on developing strategies to increase teacher-directed student use of the Internet.
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Sullivan, Patrick. "Extra-curricular activities in English secondary schools : what are they? : what do they offer participating students? : how do they inform EP practice?" Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10053701/.
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Research has indicated extra-curricular activities (ECAs) to be beneficial to those who participate in them. These potential benefits relate to students’ academic, social and emotional and physical development. Despite the common occurrence of ECAs in English secondary schools, there is a lack of research in this specific area. Much of the existing literature appears to omit what motivates students, both in their participation and choice of ECAs. This research, adopting a multi-informant approach, aimed to provide further insights into ECAs within the context of English secondary schools. The research aimed to provide greater clarity as to how school-based ECAs may be defined and their rationale. The research also aimed to provide further insight into their potential associated benefits and the motivation of students who choose to participate in them. Forty-eight participants (20 students- aged 11-15, 14 parents, 10 ECA leaders and 4 senior leaders) across four schools, in a south-east England county, were interviewed using semi-structured interviews. Each interview was transcribed and analysed using thematic analysis. Fifteen main themes, which related to four research questions, emerged from the analysis. The current findings indicated a wide variation in the availability, type and context of ECAs taking pace in English secondary schools. The findings also highlighted ECAs as potential environmental contexts to further support students’ academic, personal, social and physical development, as well as influencing parent views. Students’ participation in ECAs was found to be influenced by a range of factors- who was involved, individual differences, perceived associated benefits and individual features of the ECAs. There were a number of implications for Educational Psychologists’ (EPs) emerging from this research. These related to: EPs exploring students’ learning and social, emotional and mental health in ECAs, EPs developing schools’ awareness and understanding of school-based ECAs and EPs highlighting features of ECAs which help to create a positive learning environment.
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Long, Roxanne. "Mediational Pathways between High School Extracurricular Participation and Young Adult Educational Attainment: A Structural Equation Analysis." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062847/.
Full textAbstract:
Little is known about the mechanisms by which extracurricular participation in high school influences educational attainment in young adulthood. Also limited is an understanding of the different types of extracurricular participation and how various activities may manifest within the relationship. The purpose of this study was to examine the link between high school extracurricular participation and educational attainment, with social capital, parental expectations, and academic achievement presented as mediators. Additionally, the present study will explore socioeconomic differences in the proposed relationships. The sample consisted of 5,239 ninth through twelfth graders from the National Longitudinal Study of Adolescent Health (Add Health). Structural equation modeling (SEM) and multiple-group SEM were used to test pathways.
Extracurricular participation was categorized into sports participation, non-sport participation, mixed participation (including both sport and non-sport), and no participation. Social capital, a latent factor, was measured by the latent variables of family and school capital. Various indicators of family closeness and inclusion of school culture from survey items operationalize social capital. Parental expectations, another latent factor, was measured by one survey indicator using the question of how disappointed would your resident father and mother be if you did not graduate from college. Academic achievement was measured by grade point average and calculated by the average of self-reported grades in four subjects: English, math, social studies, and science. Educational level attained used seven levels ranging from less than 8th grade to beyond a Bachelor degree. Gender, race, and parent education were also included as covariates.
Social capital, parental expectations, and high school academic achievement were all shown to be mediators between high school extracurricular participation and educational attainment. However, social capital's impact on educational attainment was indirect through GPA rather than direct. Sport showed better capacity to strengthen social capital than non-sport. However, non-sport participants achieved higher high school GPA than sport participants. On average, students involved in both sport and non-sport activities had more positive effects on all model variables than students involved in sports only. Results for socioeconomic comparison showed some evidence for the benefit of sport participation directly on educational level for low-income students. Practically speaking, the conclusion of the study is that students need to participate in a combination of activities that include both sport and non-sport to improve their chances of educational attainment.
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Pitton, Debra Eckerman. "The Impact of Extracurricular Activities on the High School Academic Achievement of Average and Below Average Students During the Implementation of the Texas No Pass-No Play Rule (1983-1986)." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332291/.
Full textAbstract:
The State of Texas implemented the No Pass-No Play Rule within House Bill 72 in the spring semester of 1985. The addition of this section to the state education code was a part of the state's efforts toward educational reform. The perceived rationale implied in House Bill 72 is that extracurricular activities can inspire student motivation and increase student achievement. The No Pass-No Play Rule seems to imply that there is a relationship between student achievement and extracurricular activities, and further implies that a student can be motivated to achieve by the desire to continue to participate in extracurricular activities.
The problem of this study was a comparison of academic achievement for high school pupils involved in extracurricular activities and those who did not participate in extracurricular activities under the Texas No Pass-No Play Rule.
The purpose of this study was to determine the impact of extracurricular activities on the academic achievement of high school students, specifically looking at the years 1983 through 1986, when the No Pass-No Play Rule was implemented.
This study was an ex post facto study with data obtained from a cooperating Texas school district. Students were matched on critical variables, and their scores on a measure of achievement were analyzed to determine if there was any relationship between extracurricular activities and achievement. Repeated measures of achievement were also analyzed to determine if students involved in extracurricular activities scored differently from those not involved in extracurricular activities over this time period in which the No Pass-No Play Rule was implemented.
Results indicated that for those students involved in this study, there was no significant difference on a measure of achievement for students involved in extracurricular activities and those who did not participate. Results also indicated that in the years 1983 through 1986 all students involved in the study declined slightly in their achievement scores, regardless of involvement with extracurricular activities.
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Davis, Ruth A. (Ruth Ann) 1946. "A Comparison of the Reading and Writing Performance of Children in a Whole Language Pre-First-Grade Class and a Modified Traditional First-Grade Class." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331120/.
Full textAbstract:
This study examined differences in literacy development between five students attending whole language pre-first-grade classes and five students eligible for pre-first-grade classes but attending modified traditional first-grade classes. Differences between whole language pre-first-grade classes and modified traditional first-grade classes in use of literacy materials, teaching procedures, and amount of time spent on literacy were also examined. The procedures involved testing the subjects on reading and writing skills, observations of the pre-first-grade and first-grade classes, and analysis of subjects' writing samples.
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Whitelegg, Clifford Paul. "An Investigation of Conflicts in the Perceptions of Band Directors, School Administrators, and Selected Members of the Community About Their Respective Band Programs." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332176/.
Full textAbstract:
The purpose of the study was to investigate conflicts in the perceptions of band directors, band parents, band students, and selected school personnel regarding the role and scope of their respective band programs. The problems were to examine the relationships among these four groups in terms of selective perception, perceptual constancy, and polarization. Questionnaires were developed in order to survey the senior public high schools in Cedar Rapids, Iowa. In addition to demographic data, the questionnaires included perceptions about public performances, marching, concert, and jazz bands; contests and festivals; and other band related activities which might be desirable in a band program. The questionnaires concluded with opportunities for open-ended comments and suggestions about the survey instrument and the band program. Statistical computations included one-way analysis of variance, chi-square test, frequency counts, and cross-tabulations. Qualitative analyses and reports of interviews helped to clarify and interpret all statistical findings.
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Silva, Sónia Sofia Mendes. "Perceções de comportamentos (Des)adequados e relacionamento com pares na escola: um estudo com alunos de 9º ano." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18734.
Full textAbstract:
Os comportamentos e as relações entre pares na escola são importantes para o desenvolvimento social e pessoal dos jovens. A influência exercida pelos pares pode ser positiva ou negativa.
Esta investigação visa conhecer as perceções que os jovens têm sobre os comportamentos e relacionamentos adequados/desadequados entre pares. Participaram no estudo 16 estudantes do 9ºano, do sexo masculino, identificados como tendo bom/mau comportamento. A recolha dos dados foi realizada através de questionário constituído por questões abertas. Os dados foram tratados qualitativa e quantitativamente.
Os bons e maus comportamentos são conceptualizados por relação com atitudes individuais e relacionais. A perceção dos professores sobre o comportamento dos jovens é diferente da perceção que estes têm do seu próprio comportamento. Os alunos consideram maioritariamente não serem influenciados pelos pares, nem exercerem influência sobre eles. A promoção do relacionamento entre pares é vista como passando pela realização de atividades especificas.
O grupo de alunos identificado com mau comportamento apresenta menor variedade conceptual; ABSTRACT: The behaviors and relationships in peers at school are important to the social and personal development of young people. The influence exerted by peers can be positive or negative. This research aims to analyses the perception that young people have about the appropriate/inappropriate behaviors and relationships among peers. Sixteen male students of the 9thyear made part of this study, indentified with bad/good behavior. The data collection was made through questionnaires consisted of open questions. The data was evaluated qualitatively and quantitatively. The good and bad behaviors are conceptualized by individual and relational attitudes. The teachers’ perception of the behavior is different from the perception that the young people has of themselves. The majority of the students do not consider themselves as an influence to the peers, and not even the peers as an influence to them. The promotion of peer relationship is seen as through the realization of specific activities. The student group which was identified with bad behavior presents a lower conceptual variety.
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YANG, ZU-MAN, and 楊足滿. "The effects of Mandala art activities on a student with Learning Disabilities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/83wjjg.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士在職專班
107
The effects of Mandala art activities on a student with Learning Disabilities Abstract The purpose of this study is to explore the effect of Mandala art activities on the students with learning disabilities, the study object is for students with learning disabilities at Taichung City National Elementary School, take a single study method to explore the intervention of Mandala art activities on the learning disability students tutoring effect, and self-edited " The Attention Observation Sheet, which records the attention behavior of the subjects, will explore the involvement of Mandala's artistic activities in the healing of attention and work for students with learning disabilities. In view of the experimental intervention of mandala art activities in view of the target behavior, the design of Mandala art activities is divided into three stages, a total of nine classes, through observation, video, social validity survey and record table to collect data, to visual analysis, C statistical method to carry out the results analysis, The results were discussed by the study, which was supplemented by qualitative data such as the works of Mandala's artistic activities and the survey of social validity. The results of this study are as follows: First, the improvement of the "attention" of the mandala art activities has the effect of intervention and maintenance. ii Second, the mandala art activities have good social validity. Third, the works of Mandala's artistic activities have healing effect. According to the findings, the researchers propose a reference implementation of the recommendations mandala art activities and future research activities for the process. Keywords: mandala art activities, learning disabilities, attention
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Yeh, Ling-Yin, and 葉齡茵. "The Effects of Art Therapy Activities on a Primary School Student with Health Impairment in Homebound Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/p44g2s.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士在職專班
105
This study aims to understand the effects of art therapy activities on a primary school student with health impairment in homebound education. By case study, the self-awareness and emotional adjustment as well as the creative performances of the subject student in the art therapy activities were observed. This study was conducted for a period of three months, with a total of 12 times of art therapy activities. Data for qualitative analysis were collected by means of interviews, observation, and video recording. The findings are as follows: 1.Art therapy activities help enhance the awareness of the primary school student with health impairment in homebound education, including: to strengthen the student’s self-awareness, to benefit the awareness and adjustment of self-returning to campus life, and to raise the feelings toward art therapy activities. 2.Art therapy activities improve the emotional adjustment of the primary school student with health impairment in homebound education, including: to maintain emotional stability, to enhance joyful moods, to enhance positive teacher-student interactions, and to cultivate acceptance and tolerance. 3.In the process of performing art therapy activities, the student tries to create unique works by choosing media performances and immersing in the media experience. The student shows interest in media applications and the joy of playing with colors. According to the conclusions, this study also provides some suggestions, in terms of art therapy activities for self-awareness, emotional adjustment, and creative performances of primary school students with health impairment in homebound education, to the practitioners and for further studies.
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Liu, Pin-Chun, and 柳品君. "An Action Research on Art Activities To Promote the Social Skills of Student with Autism in Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/neqh65.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士在職專班
105
The purpose of this study is to investigate the effects of art activities on social skills for pupils with Autism. The research especially focuses on the aspects of Skills of Learning in Classroom, Communication Skills, Personal Initiative Social Skills, Skills of Interacting with Others. This research is based on action research. The object of the study is the student with Autism who was chosen from “social skills checklist ”, which is edited by the researcher. The case study is a second grade student with Autism who has been placed in a regular class, while getting help from the resource class at the same time. The study was implemented for two cycles, one is lasting for ten weeks of small group art activities and the other is five times of class art activities. After two weeks of small group art activities, it ran class art activities once. Through the participation of peers and the integration of natural situations, it increased the opportunities for students with autism to use social skills. Besides, it also enhanced the special education knowledges of the class students and the professional abilities of teachers. After teaching the courses, the analysis of the data was collected from pretest and posttest of “Social Skills Checklist”, “Teacher’s Teaching Reflection logs” and “Interview Record”. The study comes to the following conclusions: 1. Art activities can promote the social skills in “Skills of Learning in Classroom, Personal Initiative Social Skills, Skills of Interacting with Others.” for pupils with Autism in small group. 2. Art activities effectively increased the social skills in“ Personal Initiative Social Skills, Skills of Interacting with Others.” for pupils with Autism in the whole class. 3. The researcher has enhanced the professional competence in three parts, including “implement inclusion education”, “cooperation between special education and general education” and “project and implement for teaching courses of social skills with art activities”. According to the aforementioned findings, the research provided some applications for the teaching guidance and the further researches practical recommendations.
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Ho, Chin-Hua, and 何金樺. "A Study of the Effects on Emotional Experience, Peer Relationship and Teacher-Student Relationship of the Therapeutic Approach to Art Activities in Class in an Elementary School Setting." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/51859478450495183612.
Full textAbstract:
碩士國立屏東師範學院
心理輔導教育研究所
91
The purpose of this study was to explore the effects of class art activities involving the therapeutic approach on emotional experience, peer relationship and teacher-student relationship in an elementary school setting. Two classes of fourth grade students from an elementary school in Kaohsiung County were taken as the subjects for the experiment. One class that the researcher began to teach this year was regarded as the experimental group, whereas the other, which another instructor began to teach this year, was regarded as the control group. There were thirty-four students in each of the two groups. In each group, fifteen students were selected for case analysis on the basis of the Index of Sociometric Status Score. Of these fifteen, four students were selected because of their good interpersonal relationships and the remaining eleven students because of their bad interpersonal relationships. The experimental group received one session of art therapy in class with the therapeutic approach each week for twelve weeks. The control group received no treatment. The study employed an equivalent pretest-posttest control group design. A dummy variable taking a value of one for students who received group counseling and zero for students who did not receive counseling was the independent variable. The dependent variables consist of measures of emotional experience, peer relationship and teacher-student relationship. The Children’s Emotional Reception Scale, Peer Relationship Scale and Teacher-Student Relationship Scale, taken in this study as evaluation tools, were measured before and after the experiment. Then, follow-up was executed for eight weeks. The data were analyzed by one-way analysis of covariance. The researcher also created several questionnaires to elicit responses from students after each activity and after the program was finished, and used video recording, tape recording, and photo-taking. The analysis of the fifteen cases on the basis of the art products and post-study interview both assisted in interpretation of the data and proved the result of the research. The findings of this research were as follows: 1.The therapeutic approach to art activities in class had significant immediate effects but no follow-up effects on emotional experience, and had significant immediate effects and follow-up effects on children’s negative emotions such as guilt and lonesomeness. 2.The therapeutic approach to art activities in class had immediate and follow-up effects on children’s peer relationships and social anxiety among peers, and had immediate but no follow-up effects on friendship. It had no obvious effects on peer’s imitation. 3.The therapeutic approach to art activities in class aided teacher-student relationships. After the treatment, the children demonstrated immediate and follow-up increases in the desire for the teacher’s familiarity and solicitude. However, they did not trust their teacher completely. 4.The children who had poor peer relationships could join the sub-groups after receiving the therapeutic approach to art activities in class. 5.Children expressed the following opinions about class art activities with the therapeutic approach: I. They encouraged willingness to produce, and boosted the children’s self-confidence and ability to express themselves; II. Relaxing before activities aided in imagination, and soft music was helpful in reducing pressure and stimulating thinking and innovation during the activities; and III. The activities increased the voluntary interaction among peers and facilitated the development of communication and cooperation skills.
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YANG, HSIN YI, and 楊欣怡. "The Study of Improving Social Skills of Elementary Students with Disabilities by Art Expression Activities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/fh9u4w.
Full textAbstract:
碩士國立臺中教育大學
教師專業碩士學位學程
103
This study aimed to explore improving social skills of elementary students with disabilities by art expression activities. The subject of study was a sixth-grade student with mild mental retardation, living in Hsinchu County, and was treated by the art expression activities within a small group. The other members of the group were two general students with poor social skills. The process carried out mainly through art expression, and supplemented by oral expression and behavior. The program provided eight art expression activities, forty minutes a time, and once a week. Data collection was through audio-recording, photographs, interviews, group observed records and reflective journals of the researcher in the process. After experiment, the data were be analyzed qualitatively. The conclusions of this research can be stated as follows: 1. “The cooperation of social skills” showed obiviously improved in the elementary student with disabilities by art expression activities. However, “Interactions with others of social skills” and “The respect of social skills” showed no difference. 2. The teacher of the student with disabilities said that “interactions with others of social skills” just had a slight improvement, but the effects were not significant; “The cooperation of social skills” was obviously improved, and had the sustained effects; “The respect of social skills” barely saw the results. The teacher interview outcomes and the researcher’s observation during the active process were consistent. Based on the results of this study, future suggestions on teaching and research in the area of social skills were provided.
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Wu, Peiyu, and 吳佩諭. "The Study Of Handicapped Students’ Self-concept In Elementary School By Art Group Therapy Activities." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/40831855340565248321.
Full textAbstract:
碩士國立臺中教育大學
諮商與應用心理學系碩士班
100
This study aimed to explore the experience, feelings as well as the changes in self-concept of handicapped elementary students who had participated in art group therapy activities. In this study, four mentally retarded students were the objects. Data collection was through video/audio-recording, photographs, interviews, group records and the reflective journals of the leader in the process. After experiment, the data were be analyzed qualitatively. This research was supported by the following conclusions: 1. The progress of group participation (1) Interactive changes between members Through the interaction, it was found that the grouping can promote interaction and cooperation among the members, and develop a positive atmosphere in the group. Such as sharing, supporting, consideration, ease, acceptance and appreciation. (2) The degree of acceptance toward artistic activities Members were easy to feel difficult in artistic activities due to incomprehension. But they were fond of the activities after understanding and familiarization. In addition, members who felt resistant toward artistic activities in the beginning had become enthusiastic and positive gradually. Furthermore, the attraction of the media or materials was also one of the factors which increased the members’ degree of acceptance toward artistic activities. (3) Creative process and mood change Members had made great progress in emotional and verbal expression during the whole creative process. Both their autonomy and inclination of sharing had risen, and they started to act positively. (4) Evaluation and feelings toward the group Members felt positively toward this art therapy group, for example, happy and fun. They hoped they could have the opportunities to participate in this kind of art therapy group continually next semester. 2. The adjust progress of group program (1) Members’ reaction Members’ individual condition and reaction should be taken into consideration, such as distinguishing characteristics of disability, individual differences, or other alternatives. Besides, the leader could also adjust the program according to members’ conditions. By doing so, it could provide members many chances to learn and interact with each others. (2) Fluency of arts activities The arrangements of art activities should be directed by group targets. And the decision of practical topic arrangements and ways of processing needs to depend on members’ conditions and abilities. It’s important to select appropriate media, materials or increase opportunities for members to experience multimedia(multi materials). After arrangement, the leader needs to prepare well to avoid disturbance of activities. According to the above conclusions, the study also provided some suggestions which relate to the counseling with art therapy group in the resource class, the object of study, the role of the researcher, the time of the research, and art media to the practitioners for further studies.
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Lin, Chia-ying, and 林佳頴. "Multiple intelligences performance research of elementary school students participating in the activities of folk art troupes." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/09841602242977230849.
Full textAbstract:
碩士國立屏東教育大學
音樂學系
100
The goal of this research is to study the current status of the activities of folk art troupes in the elementary schools in the Pingtung area, and determine elementary school students’ multiple intelligences performance after participated in activities of folk art, and study how difference of participants’ backgrounds would affect their Multiple Intelligences performance. In order to achieve the goal, the result of this research will be based on the result from questionnaires from the 27 elementary schools, which have folk art troupes in the Pingtung County. Validated samples were teachers (coaches) of folk art troupes and students who had attended the folk art activities longer than one year (Including one year). Validated 25 questionnaires were from current folk art troupes, 81 questionnaires were from teachers (coaches) and 501 questionnaires were from students. Effective rate of these three questionnaires were 92.6%, 94% and 83%. All the data were calculated by Statistics software SPSS12.0 for descriptive statistics (frequency distribution, percentage, average and standard deviation) and inferential statistics (t test, single factor analysis of variance). According to the results, the conclusions were as follows: 1.Heritage of folk art performance in school depends on the supports from local communities and society resource. 2.Children autonomously participate in activities to contribute to rooting heritage of the culture of folk art troupes in school. 3.Children benefit in the performance of multiple intelligences through participating in school folk art troupes. 4.Through education of folk art activities in school helps increase children’s recognition of their own traditional culture. Finally, according to the conclusion of this research were to make recommendations for education authorities and future research, hoping to provide a reference of the implementation for the folk art education and follow-up research.
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Hsu, Yu-shuan, and 許語玹. "The Affection of Activities of Art Potential Development toJunior High Students for self -exploration and emotion." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/k7742p.
Full textAbstract:
碩士國立臺中科技大學
商業設計系碩士班
101
The Affection of Activities of Art Potential Development to Junior High Students for self -exploration and emotion Student： Yu– shuan Hsu Advisor s： Te– Jen Lien Depar tment of Commercial Design Nat ional Taichung Univer si ty of Science and Technology ABSTRACT Art is one of significant human act ivit ies in our lives , and it plays an important role. Through the concept of l ife educat ion from the Seichou-No-Ie in Japan, the research is combined wi th the right brain potent ial development of the Shichida Method, also with right brain image thinking design in the art potent ial development from the art educat ion. With music medi tation, eyes-closed painting, potent ial developing, Mental Pract ice, creative paint ing and writ ing, and arts therapy techniques in courses, painting works help group members to connect their lives, talk to themselves, face themselves honest ly, self -disclose, and share their feelings. The research discusses the effect of art potential development to junior high students for self- exploration. The researcher has tested 2 junior high students from the school in mid-Taiwan. To do the program of self - exploration and art potent ial development , the test has total ly been done for 12 times in one semester; one test per week and each for 90 minutes. The research is done by qual itative data analysis . Through the data from observat ion, feedback, reflect ion diary, interview, CMIDAS-B, and quest ionnaire, the researcher could understand th e eff ect o f st u d ent s’ s el f - exploration. The art potential development provides a way of spontaneous and divers creat ive expression. The activity obviously promotes students’ self-efficacy, and it helps them aware and share themselves and finally having self - explorat ion. Enhancing the awareness of oneself and promot ing interpersonal relat ionship of students are the expectation accomplishment and contribut ion of the research. Based on research resul ts and discussion, this study proposes several iii suggestions for junior high st u d en t s ’ self-explorat ion through artist ic potent ial development , and recommendat ions for further research.
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Sproston, Ronald Leslie. "What a difference a play makes an examination of factors influencing personal development benefits through involvement in extracurricular theatre /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp89.09042006/index.html.
Full textAbstract:
Thesis (EdD) Australian Catholic University, 2005.Submitted as a partial fulfilment of the requirements of the degree of Doctor of Education. Bibliography: p. 213-229. Also available in an electronic version via the internet.
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Hsieh, Ch’iu-Mao, and 謝秋梅. "The Effects of Art Activities on the Self-esteem of students with Learning Disabilities and Low Achievement." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/16990412474066587398.
Full textAbstract:
碩士國立嘉義大學
特殊教育學系碩士班
93
The purpose of this study was to examine the effects of art activities on the self-esteem of three students with learning disabilities (LD) and/or low achievement (LA) in junior high school. The study utilized a pretest/posttest design and a qualitative design using the Adolescent Self-Esteem Inventory (ASEI) and researcher developed art activities as the instruments to measure change. All subjects received the pretest and posttest with the ASEI. The art activities included ten 40-50 minutes sessions for nine weeks. The researcher collected and analyzed data from sound recording, video recording, interviews, word-for-word transcriptions, and researcher’s reflective fieldnotes. The following conclusions were drawn from this study. 1) After ten session art activities, all three students showed positive effects of global self-esteem as measured by the ASEI. 2) After ten session art activities, the student with LD showed positive effects on academic and family self-esteem as measured by the ASEI; the student who is at risk for LD and student with LA showed positive effects on physical, academic, social, and family self-esteem measures of the ASEI. 3) Regarding the perception of improved self-esteem after the art activities intervention, the following findings were noted. In regards to physical self-esteem, all three students noted increased awareness of the importance for good body form and appearances. In regards to academic self-esteem, all three students perceived the importance of academic learning more important. In regards to social self-esteem, they noted improved peer relationships. In regards to family self-esteem, the findings were mixed. The student with LD reported increased housekeeping and shopping responsibilities and greater understanding of the mother’s work. The student who is at risk for LD noted his importance in the family during the process of choosing gym shoes. The student with LA noted improved family time after participating in the art activities. The results were discussed and recommendations for practice and further study were made in this study.
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Hsin-Ying, Wu, and 吳欣穎. "The Effects of Group Art Activities on Peer Relationships, Communication and Expression Skills of Elementary School Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/29581566034307354512.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士班
95
The purpose of this study is to explore the influence of Group Art Activities on children’s ability in Peer Relationship and communication and expression. A total of twenty-two 4th graders participated in this experiment for a duration of 10 weeks. The research method of this study included a pre-test/post-test nonequivalent–control group design with qualitative data collection. Two classes were randomly selected from an elementary school in Taichung City.The “Group Art Activities” designed by the researcher was used as the curriculum for the experimental group, while regular learning methodologies and materials were used by the control group. The Elementary School Students’ Peer Relationship scale and communication and expression scale were used to evaluate the subjects before and after the experiment. The results of the measurement are analyzed through the ANCOVA statistic program. Furthermore, the qualitative analysis is concluded from examining such collected data as class observations, interviews, and feedback sheets of the students during the experiment session. The conclusions of this research can be stated as follows: (1) The “Group Art Activities” designed by the researcher improved Peer Relationships significantly. (2) The “Group Art Activities” designed by the researcher improved children’s ability in communication and expressive skills significantly. (3) Via the sharing of completed artwork, the Children receive insight into the emotions of others and themselves, and their perceptions of their surroundings are heightened. The Children received much enjoyment and experiences from the Art activities, which strengthened their confidence and expressive abilities. Based on the results of this study, future suggestions on teaching and research in the area of communicative and expressive ability were provided.
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LIN, CHING-EN, and 林敬恩. "The Effect of Art Expressive Activities on the Improvement of Social Skills of Students with Intellectual Disabilities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/rusf88.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士在職專班
107
This study aims to explore the effectiveness of expressive arts activities in improving the social skills of students with intellectual disability. The participate is a student with moderate intellectual disabilities. The single-subject research method was used to explore the effectiveness of the intervention of expressive art activities in promoting social skills. This study conducts activities jointly with peer groups to set three social skills target behaviors such as "eye contact", "actively seeking assistance", and "cooperating with others". The experimental intervention of expressive art activities was carried out for the three target behaviors. Two classes was conducted per week, each target behavior was four classes, and three goals were performed for six weeks. The data were collected through observation, video, social validity surveys, etc. And were analyzed by visual analysis and simplified time series analysis. Moreover the results were discussed with qualitative data such as classroom live photos and social validity surveys.
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Chiu-Chiu-Mei and 邱秋媚. "A Study of the Impact of Campus Mosaic Art Activities on Primary School Students And Teachers’ Aesthetic Experience." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/37740960314951323603.
Full textAbstract:
碩士國立新竹教育大學
人資處美勞教學碩士班
100
Aesthetic literacy affects the scope and depth of our lives; however, aesthetics cannot be developed at a stroke, and its fulfillment must rely on art education. Apart from regular courses, all artistic activities can be subjects of aesthetic education. Thus, the present study aimed to investigate the impact of campus mosaic art on primary school students’ aesthetic experience. The course of campus mosaic activities was documented in the hope that the activities would provide suggestions for campus beautification. The aims of this study were as follows: (1) To explore the application of mosaic art for campus beautification (2) To explore the impact of campus mosaic art on primary school students’ aesthetic experience (3) To keep track of the course of mosaic activities, and to provide suggestions for campus beautification Based on the aims of this study, both qualitative and quantitative research methods were used. Methods included questionnaires and interviews to document the planning and implementation of campus mosaic activities. The research setting was the primary school in which the researcher worked. A total of 543 5th and 6th graders and 24 teachers were invited to participate in this study. The research instruments included an observational diary of the course of campus mosaic activities, the “Questionnaire on the Impact of Campus Mosaic Art on Students’ Aesthetic Experience,” and interviews with students and teachers. The results showed that mosaic art can be used for campus beautification due to its rich history, the diversity of materials and techniques used, and its connotations of art and humanity. Campus mosaic activities can promote students’ aesthetic perceptions of the campus environment, and expose them to new aesthetic education experiences. In addition, the installation of public arts on campus should be managed by the school curriculum development committees, and it should invite participation from teachers, students, and residents in the community. In this way, public arts installation activities can become not only a teaching platform for teachers and students in the arts and humanities, but also form their memories of school life. Keywords: mosaic art, aesthetic experience
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Helm, Stephanie Catherine. "An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?" Thesis, 2011. http://hdl.handle.net/1828/3822.
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This study employed a cross case analysis research design to explore young elementary students’ task understanding and its relationship to learning. Participants included 13 grade two students. Research was incorporated into the regular activities of a second grade class. Students learned about animal lifecycles and completed an associated activity (task) about the frog lifecycle during five hour-long sessions. The Task Understanding Questionnaire (TUQ), targeting students’ perceptions of explicit (e.g., task requirements) and implicit (e.g., course concepts, task purpose) task features, was administered at the end of each session. Findings indicate young students’ task understanding accuracy varied. Students demonstrated strong, improved, and weak task perceptions. Task understanding was also associated with learning outcomes. For students with limited prior knowledge, accurate task understanding was related to successful learning.Graduate
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WU, YI-PEI, and 吳怡錇. "An Action Research on Combination of multimedia and art activities on emotion and behavior for students with mental retardation." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/hga6s8.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士在職專班
107
The purpose of this study was to explore the effect of combining multimedia and artistic activities on emotion and behavior of students with intelligent Disabilities in the second year of the country, and to analyze and discuss the students ' crying mood, problem behavior and communication expression course. The study used the action study method, after a year of observations and discussions with class tutors and auxiliary teachers, selected a second-year grade students with serious emotional behavior problems as the subject of the study. In this study, three cycles were carried out for a period of nine weeks in combination with multimedia and artistic activities to improve the emotional behavior of students with intellectual disabilities through intervention. After the intervention, the researchers used data such as provincial thinking and teaching record sheets, emotional behavior observation forms and interview record sheets as the results of the analysis, and obtained the following conclusions: 1. The combination of multimedia and artistic activities can effectively reduce the ability of students with intelligent Disabilities to cry upset performance. 2. Tthe combination of multimedia and artistic activities can effectively improve the problem behavior of students with intelligent Disabilities. 3. Combining multimedia and artistic activities can improve the oral and non-verbal expression ability of students with intelligent Disabilities Disabilities. According to the above results of this study and from the findings of the research process, some suggestions on teaching and future research are put forward respectively.
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Yeh, Ying-Ju, and 葉瑩如. "Senior High School Students’ Motivations to Participate in Performance Art Service-Learning Activities for Energy Conservation and Carbon Reduction." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/s9c5p8.
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碩士國立高雄師範大學
工業科技教育學系
107
The theme of the present study was energy conservation and carbon reduction. This study adopted a strategy of service-learning through performance art. It asked senior high school students to engage in performance art for environmental protection at the National Science and Technology Museum to present two important concepts to the public: energy conservation and carbon reduction. This study aimed to explore senior high school students’ motivations for participating in service-learning for energy conservation and carbon reduction through performance arts and the effects on their beliefs and learning outcomes. Participants comprised eight students in Kaohsiung City who were in their first year of senior high school. These students participated in the “Workshop for Energy Conservation, Carbon Reduction, and Green Living” as well as “Service-Learning Activities for Energy Conservation, Carbon Reduction, and Green Life: Performance Art in Activism for Green Energy.” This study employed a qualitative approach and conducted an exploratory case study in a specific field. It also adopted semi-structured interviews, participant observation, and open-ended questionnaires to collect data. These data were subsequently analyzed based on “grounded theory.” The findings were as follows. First, participants’ motivations to engage in service-learning activities for energy conservation and carbon reduction through performance art included taking actions against global warming through energy conservation and carbon reduction to protect Earth as well as support from peers, teachers, or family members. Second, after participating in service-learning performance art for energy conservation and carbon reduction, students had established and intensified positive beliefs regarding energy conservation and carbon reduction. Third, the participants of the aforementioned activities showed multidimensional growth. This study details senior high school students’ patterns of participation in service-learning performance art for energy conservation and carbon reduction from their initial motivation to begin the program to the point where they are fully devoted to the cause.This study can serve as a reference for relevant research in the future. Keywords: energy conservation and carbon reduction, performance art, service learning, senior high school students
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CHENG, MEI-YING, and 鄭梅英. "The Effects of Art Activities with Therapeutic Approach on Emotional Counseling for Fifth and Sixth Students in Elementary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/13557129863788694713.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士在職專班
97
The purpose of this study was to explore the effects of art activities with therapeutic approach on the emotional counseling for fifth and sixth students in elementary school. An quasi-experiment with pretest-posttest control group design was conducted. The subjects were 24 fifth and sixth students in elementary school. Twelve students were assigned to the experiment group, and the other to the control group. The experiment group received art activities with therapeutic approach for about 3 months, while those in control group received general art curriculum activities.The Scale of the Children’s Emotional Intelligence as the evaluation tools for the study has been put to the test before and after the experiment. The results of the measurement are analyzed through the statistic program ANCOVA. Besides, the qualitative analysis is concluded from examining such collected data as group observations, interviews, and students’ works of art during the experiment session. The results indicate as follows: 1. There were significant differences between the experiment group and the control group on the scores of the “knowing one’s emotion ”, “expressing one’s emotion ”, “managing one’s emotion ”, and “handling relationship ” in the “The Scale of the Children’s Emotional Intelligence ” test. 2. There were no significant differences between the experiment group and the control group on the scores of the “motivating oneself ”, “recognizing emotion in others ”, and “replying emotion in others ” in the “The Scale of the Children’s Emotional Intelligence ” test. 3. Most of the members in the experiment group appreciated the art activities, and thought that the group participation was helpful to enhance their emotional intelligence and interpersonal interaction. Based on the findings and conclusions of this study, the suggestions were addressed to accordingly to the educational administration for the future research.
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Reed, Luke Terence. "The effect of participation in school-facilitated community service programmes on students' self-esteem, sense of community engagement and attitudes to Christianity." 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp142.17052007/index.html.
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Thesis (M.Ed. (Research)) -- Australian Catholic University, 2006.Submitted in partial fulfillment of the requirements for the degree of Master of Education (Research). Bibliography: p. 115-120. Also available in an electronic format via the internet.
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Kuo, Hsin-Ting, and 郭欣婷. "A Study about Participation Motivation and Leisure Constraints toward Art and Cultural Activities for J Junior High School Students in Taoyuan City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/19422474078824767067.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
102
The purpose of the study was to conduct a study about participation motivation and leisure constraints toward art and cultural activities for J Junior high school students in Taoyuan city. This study conducted a questionnaire survey and drew 677 J Junior high school students in Taoyuan city, and returned 638(93.9% return rate). Statistical analyses in this study were descriptives, multiple items analysis, factor analysis, reliability analysis, 1-Way MANOVA, and structural equation modeling(SEM). This study constructed a model about participation motivation and leisure constraints by SEM. The relative results are summarized as follows: (1) there are significantly differences among students with different background in participation motivation and leisure constraints ;(2) the model showed that participation motivation strongly significant positive influences on leisure constraints. This study is the first model about participation motivation toward art and cultural activities and leisure constraints for junior high school students in Taoyuan city. The results showed that participation motivation had statistically positive influence on leisure constraints. This study finally provided conclusion and concrete suggestion as reference for administrative authority of education, schools, parents and future research.
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YA, WENG LING, and 翁鈴雅. "An Action Research of Enhancing Elementary School Students' Morality by Visual Art Activities –Taking "Responsibility" and "Respect" of the Moral Core as Examples." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/11914782092105161094.
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碩士國立臺中教育大學
美術學系碩士班
96
Since arts education and character education are important to students, the researcher have reviewed related literature in Taiwan and realized that there is few study combining these two fields. The researcher as an instructor conducted in this study to fulfill the students’ needs in character education. The major purposes of the study are 1) to discuss the learning effects of implementing visual arts activities to enhance students’ moral core “responsibility” and “respect”; 2) the problems the researcher faced and possible solutions, and 3) the effectiveness for the fifth grade in elementary schools. The participants of the study were students from researcher’s fifth-grade class in Changhwa County. The 12-week study contained two visual arts activities each week. The method of action research was implemented. Data of this study were collected from students’ self evaluation, peer evaluation, survey and interviews, and then analyzed by the researcher. The study has found that visual arts activities implementing to character education are appropriate and feasible. Moreover, it can enhance students’ performance of the two moral core “responsibility” and “respect”. Based on the conclusions, the researcher proposes related suggestions as references for visuals arts activities, character education, and studies in the future.