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Dance education at risk in New York ...

Sawyer, Jacqueline Ann.

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Dance education at risk in New York City public schools: A study of early childhood teachers' use of creative dance in the curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Dance education at risk in New York City public schools: A study of early childhood teachers' use of creative dance in the curriculum./
作者:	Sawyer, Jacqueline Ann.
面頁冊數:	248 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-10, Section: A, page: 4172.
Contained By:	Dissertation Abstracts International57-10A.
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9710932
ISBN:	0591184184

Dance education at risk in New York City public schools: A study of early childhood teachers' use of creative dance in the curriculum.
Sawyer, Jacqueline Ann.

Dance education at risk in New York City public schools: A study of early childhood teachers' use of creative dance in the curriculum. - 248 p.

Source: Dissertation Abstracts International, Volume: 57-10, Section: A, page: 4172.

Thesis (Ph.D.)--New York University, 1996.

This study focused on levels of use of creative dance among elementary school teachers in one New York City school district. A 12-item questionnaire was developed and used to provide a profile of these teachers and their experience with creative dance in their teaching. The survey revealed three important findings: Fifty percent of 176 teachers say they use creative dance; only 33% of those teachers who say they use creative dance had any dance or movement education training during their teacher preparation; more kindergarten teachers integrate creative dance than do first grade teachers; and second grade teachers use dance the least.

ISBN: 0591184184Subjects--Topical Terms:

610547
Dance.

Dance education at risk in New York City public schools: A study of early childhood teachers' use of creative dance in the curriculum.
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245 1 0 $a Dance education at risk in New York City public schools: A study of early childhood teachers' use of creative dance in the curriculum.
300 $a 248 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-10, Section: A, page: 4172.
500 $a Chairperson: Patricia A. Rowe.
502 $a Thesis (Ph.D.)--New York University, 1996.
520 $a This study focused on levels of use of creative dance among elementary school teachers in one New York City school district. A 12-item questionnaire was developed and used to provide a profile of these teachers and their experience with creative dance in their teaching. The survey revealed three important findings: Fifty percent of 176 teachers say they use creative dance; only 33% of those teachers who say they use creative dance had any dance or movement education training during their teacher preparation; more kindergarten teachers integrate creative dance than do first grade teachers; and second grade teachers use dance the least.
520 $a In-depth interviews and observations were conducted with eight K-2 teachers. I questioned them about the effects of dance education training on their practice; supports and hindrances to the use of creative dance; and types of preservice or inservice activities that would benefit their teaching.
520 $a The Concerns-Based Adoption Model--Stages of Concern and Levels of Use of an Innovation, was used to analyze these interviews and observations. The data revealed four factors that put "dance education at risk": Early childhood teachers with even a minimal background in creative dance would use it were there support to do so; K-2 lack sufficient contact with dance specialists to be able to use creative dance in their teaching; teachers who use creative dance feel that administrative support is lacking to integrate creative dance into the K-2 curriculum; and there is a lack of time for peer collaboration and time for reflection on ways to increase the impact of creative dance on students.
520 $a Results of the survey and in-depth interviews with eight K-2 teachers suggest that dance is not an integral part of the first and second grade curriculum and, almost nonexistent in the kindergarten curriculum. Despite research evidence of the positive impacts of dance experiences on learning, this minimal-cost movement education content is disappearing from childhood curricula. More research is needed to disclose whether attitudes discerned here are derived from trainers of early childhood teachers and policymakers who have authority to mandate creative dance in primary schools.
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