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A case study analysis of the impact ...

Moses, Marlene Ann.

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A case study analysis of the impact of the Wolf Trap Institute for Early Learning Through the Arts on select classroom teachers' abilities to integrate the performing arts into their educational curriculums.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A case study analysis of the impact of the Wolf Trap Institute for Early Learning Through the Arts on select classroom teachers' abilities to integrate the performing arts into their educational curriculums./
Author:	Moses, Marlene Ann.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 0820.
Contained By:	Dissertation Abstracts International56-03A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9522962

A case study analysis of the impact of the Wolf Trap Institute for Early Learning Through the Arts on select classroom teachers' abilities to integrate the performing arts into their educational curriculums.
Moses, Marlene Ann.

A case study analysis of the impact of the Wolf Trap Institute for Early Learning Through the Arts on select classroom teachers' abilities to integrate the performing arts into their educational curriculums. - 129 p.

Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 0820.

Thesis (Ph.D.)--The Union Institute, 1994.

The Wolf Trap Institute for Early Learning Through the Arts is an organization based in the Washington, D.C. area, whose mission is to introduce the performing arts (music, movement, and drama) to disadvantaged preschool/kindergarten children for the purpose of improving school readiness. In 1991, Harvard Project Zero, which is part of the Harvard Graduate School of Education, began the first of a three year study in order to assess the educational effectiveness of Wolf Trap Institute services. The current study was conducted during the 1993-1994 school year, and highlights the findings of one researcher who employed a variety of qualitative techniques in order to examine the occurrence of increased teacher leadership throughout three classrooms receiving Wolf Trap Institute residencies. Techniques included systematic observations of Wolf Trap Institute sessions and teacher-artist communication sessions, recorded interviews, the identification of specific behaviors, and the subsequent creation of a behavior checklist. Two Wolf Trap Institute artists and three classroom teachers were studied and the researcher predicted and found that increased teacher participation and increased communication between the Wolf Trap Institute artists and classroom teachers, would lead to increased teacher leadership of Wolf Trap Institute activities. Additionally, it was predicted that the planning sessions between the Wolf Trap Institute artists and classroom teachers, would contribute to the teachers' successful creation and implementation of a Wolf Trap Institute lesson. The study concludes with recommendations for improved artist training, drawing from the literature of early childhood music education and staff development.Subjects--Topical Terms:

1017530
Education, Early Childhood.

A case study analysis of the impact of the Wolf Trap Institute for Early Learning Through the Arts on select classroom teachers' abilities to integrate the performing arts into their educational curriculums.
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245 1 2 $a A case study analysis of the impact of the Wolf Trap Institute for Early Learning Through the Arts on select classroom teachers' abilities to integrate the performing arts into their educational curriculums.
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502 $a Thesis (Ph.D.)--The Union Institute, 1994.
520 $a The Wolf Trap Institute for Early Learning Through the Arts is an organization based in the Washington, D.C. area, whose mission is to introduce the performing arts (music, movement, and drama) to disadvantaged preschool/kindergarten children for the purpose of improving school readiness. In 1991, Harvard Project Zero, which is part of the Harvard Graduate School of Education, began the first of a three year study in order to assess the educational effectiveness of Wolf Trap Institute services. The current study was conducted during the 1993-1994 school year, and highlights the findings of one researcher who employed a variety of qualitative techniques in order to examine the occurrence of increased teacher leadership throughout three classrooms receiving Wolf Trap Institute residencies. Techniques included systematic observations of Wolf Trap Institute sessions and teacher-artist communication sessions, recorded interviews, the identification of specific behaviors, and the subsequent creation of a behavior checklist. Two Wolf Trap Institute artists and three classroom teachers were studied and the researcher predicted and found that increased teacher participation and increased communication between the Wolf Trap Institute artists and classroom teachers, would lead to increased teacher leadership of Wolf Trap Institute activities. Additionally, it was predicted that the planning sessions between the Wolf Trap Institute artists and classroom teachers, would contribute to the teachers' successful creation and implementation of a Wolf Trap Institute lesson. The study concludes with recommendations for improved artist training, drawing from the literature of early childhood music education and staff development.
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