Opening the Door to Meaning-Making in Secondary Art History Instruction

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Description

Each day countless numbers of high school students remain standing at the threshold of the door to meaningful learning in art history because of traditional authoritative instructional methods and content. With the keys of feminist pedagogy, interactive teaching methods, and the new art histories, the teacher can now unlock that door and lead students to personally relevant learning on the other side. A case study using both qualitative and quantitative research methods was conducted in a secondary art history classroom to examine the teacher's pedagogical choices and the degree to which they enable meaningful and relevant student learning. The analysis ... continued below

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Stroud, Elizabeth J. May 2006.

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This thesis is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 1670 times , with 27 in the last month . More information about this thesis can be viewed below.

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  • Stroud, Elizabeth J.

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Description

Each day countless numbers of high school students remain standing at the threshold of the door to meaningful learning in art history because of traditional authoritative instructional methods and content. With the keys of feminist pedagogy, interactive teaching methods, and the new art histories, the teacher can now unlock that door and lead students to personally relevant learning on the other side. A case study using both qualitative and quantitative research methods was conducted in a secondary art history classroom to examine the teacher's pedagogical choices and the degree to which they enable meaningful and relevant student learning. The analysis of multiple sources of data, including classroom observations, revealed statistically significant correlations between the teacher's instructional methods and the content, as well as their impact on student meaning-making.

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UNT Theses and Dissertations

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  • May 2006

Added to The UNT Digital Library

  • May 5, 2008, 2:07 p.m.

Description Last Updated

  • Aug. 13, 2013, 1:20 p.m.

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Citations, Rights, Re-Use

Stroud, Elizabeth J. Opening the Door to Meaning-Making in Secondary Art History Instruction, thesis, May 2006; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc5244/: accessed January 22, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .