Papers by Mary Ellen Wessels
A fictional letter to James Baldwin reflecting on a speech he gave in 1963. This was written as ... more A fictional letter to James Baldwin reflecting on a speech he gave in 1963. This was written as an assignment for GED 516 (The Decision to Teach) a required course fora M.Ed. at St. Michael's College VT.
The purpose of this mixed-methods study was to examine how teachers’ artistic or creative self-id... more The purpose of this mixed-methods study was to examine how teachers’ artistic or creative self-identities affect integration of arts into general elementary school classrooms. Seventy six teachers’ artistic and creative self-identity were examined along with other factors that affect arts use in the classroom including, time, support, and appropriate teacher training. Methods used to gather data included: surveys of elementary school teachers, semi-structured interviews with teachers, and interviews with specialists in arts education and teacher training. The author discovered that artistic self-identify is less important than training in affecting the use of arts in classrooms, and that specific training in arts facilitation and integration as part of pre-service training (or professional development) contributes to arts integration.
Abstract
The purpose of this mixed-methods study was to examine how teachers’ artistic or cre... more Abstract
The purpose of this mixed-methods study was to examine how teachers’ artistic or creative self-identities affect integration of arts into general elementary school classrooms. Seventy six teachers’ artistic and creative self-identity were examined along with other factors that affect arts use in the classroom including, time, support, and appropriate teacher training. Methods used to gather data included: surveys of elementary school teachers, semi-structured interviews with teachers, and interviews with specialists in arts education and teacher training. The author discovered that artistic self-identify is less important than training in affecting the use of arts in classrooms, and that specific training in arts facilitation and integration as part of pre-service training (or professional development) contributes to arts integration.
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Papers by Mary Ellen Wessels
The purpose of this mixed-methods study was to examine how teachers’ artistic or creative self-identities affect integration of arts into general elementary school classrooms. Seventy six teachers’ artistic and creative self-identity were examined along with other factors that affect arts use in the classroom including, time, support, and appropriate teacher training. Methods used to gather data included: surveys of elementary school teachers, semi-structured interviews with teachers, and interviews with specialists in arts education and teacher training. The author discovered that artistic self-identify is less important than training in affecting the use of arts in classrooms, and that specific training in arts facilitation and integration as part of pre-service training (or professional development) contributes to arts integration.
The purpose of this mixed-methods study was to examine how teachers’ artistic or creative self-identities affect integration of arts into general elementary school classrooms. Seventy six teachers’ artistic and creative self-identity were examined along with other factors that affect arts use in the classroom including, time, support, and appropriate teacher training. Methods used to gather data included: surveys of elementary school teachers, semi-structured interviews with teachers, and interviews with specialists in arts education and teacher training. The author discovered that artistic self-identify is less important than training in affecting the use of arts in classrooms, and that specific training in arts facilitation and integration as part of pre-service training (or professional development) contributes to arts integration.