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You searched for +publisher:"U of Massachusetts : PhD" +contributor:("Ernest D. Washington"). Showing records 1 – 2 of 2 total matches.

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1. Almodovar, Mayra. Integrating Music, Drama, and the Visual Arts in the Early Childhood Curriculum: A Study of Early Childhood Teachers in a Metropolitan Area of Puerto Rico.

Degree: Doctor of Education (EdD), Education (also CAGS), 2010, U of Massachusetts : PhD

The purpose of this study was to explore, describe and examine how early childhood teachers utilize and integrate the arts (music, drama, and visual arts) in teaching children ages 3 to 5. It also examined the formal and informal arts education background of early childhood teachers, the relationship between teacher training and educational practice and the role it plays in teachers’ use of music, drama and visual arts in their curriculum. Data was collected through the use of the Arts Integration Questionnaire (AIQ) and by observations, Arts Integration observation Protocol (AIOP). A total of 91 early childhood teachers completed the questionnaire; it included background information as well as general aspects of teacher’s knowledge about the arts, an exploration of the use of the arts in their classrooms, and an exploration of arts integration with other academic subjects. From those participants, 20 teachers were randomly selected to participate in the observations. The results of the study indicated that the majority of teachers have received formal and informal training in music, followed closely by visual arts, and very little in drama. Overall teachers were found to use music more than visual arts and drama in their classrooms; more time is spend on musical activities than in any other form. Again teachers preferred music because they considered it to be more beneficial than drama and the visual arts. This study revealed an array of reasoning behind the arts use in the classroom including addressing different learning styles, students’ preference, and stimulating students’ creativity. There was no statistical significant difference between a teacher’s background training and experience and their use of music and drama into their early childhood classroom. In the case of visual arts there is a statistical significant difference meaning that teachers need training and experience to help them develop an understanding of the visual arts. And finally teachers do integrate the arts with other academic subjects with the purpose of developing skills, explore roles, and to asses learning and understanding of concepts. Recommendations for professional development, teacher education, and further research are discussed. Advisors/Committee Members: Ernest D. Washington, Grace J. Craig, Jose N. Ornelas.

Subjects/Keywords: Arts; Early Childhood; Integration; Puerto Rico; Transfer of knowledge; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Almodovar, M. (2010). Integrating Music, Drama, and the Visual Arts in the Early Childhood Curriculum: A Study of Early Childhood Teachers in a Metropolitan Area of Puerto Rico. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/195

Chicago Manual of Style (16th Edition):

Almodovar, Mayra. “Integrating Music, Drama, and the Visual Arts in the Early Childhood Curriculum: A Study of Early Childhood Teachers in a Metropolitan Area of Puerto Rico.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed February 26, 2020. https://scholarworks.umass.edu/open_access_dissertations/195.

MLA Handbook (7th Edition):

Almodovar, Mayra. “Integrating Music, Drama, and the Visual Arts in the Early Childhood Curriculum: A Study of Early Childhood Teachers in a Metropolitan Area of Puerto Rico.” 2010. Web. 26 Feb 2020.

Vancouver:

Almodovar M. Integrating Music, Drama, and the Visual Arts in the Early Childhood Curriculum: A Study of Early Childhood Teachers in a Metropolitan Area of Puerto Rico. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2020 Feb 26]. Available from: https://scholarworks.umass.edu/open_access_dissertations/195.

Council of Science Editors:

Almodovar M. Integrating Music, Drama, and the Visual Arts in the Early Childhood Curriculum: A Study of Early Childhood Teachers in a Metropolitan Area of Puerto Rico. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/195

2. Guillory Bryant, Marsha Marie. A Study of Pre-Service Teachers: Is it Really Mathematics Anxiety?.

Degree: Doctor of Education (EdD), Education (also CAGS), 2009, U of Massachusetts : PhD

This research study was motivated by a hypothesis, generated on the basis of formal and informal observations, personal and professional experiences, discussions with prospective teachers and a pilot study conducted by this author; that pre-service teachers have a high level of mathematics anxiety and negative attitudes about mathematics. The primary purpose of this research was to examine the relationship between mathematics anxiety and pre-service teachers. The secondary purposes of this study were to examine the relationship between anxiety and performance and to examine the relationship between math anxiety, test anxiety, and stereotype threat. A quantitative experimental research design was used to investigate the research questions. The population consisted of prospective teachers at colleges and universities in Louisiana. The sets of data are mathematics anxiety of prospective teachers, a test anxiety inventory and a mathematics performance task. A personal data questionnaire was used to gather demographic information and attitudinal information about the participants. The implications of this study for elementary teacher education programs point to increased attention on the mathematics anxiety of pre-service teachers. This process is two-fold. One, it is recommended that pre-service teachers be made aware of their mathematics anxiety level and their attitudes about mathematics and two, it is recommended that teacher education programs acknowledge and address the importance of these affective variables and their role in pedagogy. Advisors/Committee Members: Ernest D. Washington, Portia C. Elliott, Nathaniel Whitaker.

Subjects/Keywords: Attitudes towards mathematics; Math anxiety; Pre-service teachers; Stereotype threat; Teacher education; Test anxiety; Education; Educational Psychology; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Guillory Bryant, M. M. (2009). A Study of Pre-Service Teachers: Is it Really Mathematics Anxiety?. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/43

Chicago Manual of Style (16th Edition):

Guillory Bryant, Marsha Marie. “A Study of Pre-Service Teachers: Is it Really Mathematics Anxiety?.” 2009. Doctoral Dissertation, U of Massachusetts : PhD. Accessed February 26, 2020. https://scholarworks.umass.edu/open_access_dissertations/43.

MLA Handbook (7th Edition):

Guillory Bryant, Marsha Marie. “A Study of Pre-Service Teachers: Is it Really Mathematics Anxiety?.” 2009. Web. 26 Feb 2020.

Vancouver:

Guillory Bryant MM. A Study of Pre-Service Teachers: Is it Really Mathematics Anxiety?. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2009. [cited 2020 Feb 26]. Available from: https://scholarworks.umass.edu/open_access_dissertations/43.

Council of Science Editors:

Guillory Bryant MM. A Study of Pre-Service Teachers: Is it Really Mathematics Anxiety?. [Doctoral Dissertation]. U of Massachusetts : PhD; 2009. Available from: https://scholarworks.umass.edu/open_access_dissertations/43

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