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dc.contributor.author Reynolds, Roy J.
dc.date.accessioned 2017-01-30T05:03:52Z
dc.date.available 2017-01-30T05:03:52Z
dc.date.issued 2016-12
dc.identifier.uri http://hdl.handle.net/2022/21225
dc.description Thesis (Ed.D.) - Indiana University, Curriculum and Instruction, 2016 en
dc.description.abstract This is a study of how elementary visual arts teachers’ perceive the contexts under which they make curricular decisions. In this autoethnographic study, I draw from my personal and professional experiences as an elementary art educator, triangulated by interviews with six other art teachers to describe contexts that impact decisions regarding curriculum design and strategies of instructing k-6 students in art. I explore how we perceive the contexts that impact the process of curricular decision-making through narrative analysis. An assumption underpinning the thesis of this study is that valuable insights into the work and identity of teachers can be gained by examining perceptions of personal experiences in schools and with students. Visual arts teachers work within varied and complex contexts, and decisions are based on the unique setting within which they work. en
dc.language.iso en en
dc.publisher [Bloomington, Ind.] : Indiana University en
dc.subject Education en
dc.subject Public School Teacher en
dc.subject Curriculum Design en
dc.title Public School Visual Arts Teachers As Curricular Decision Maker en
dc.type Doctoral Dissertation en
dc.altmetrics.display Manifold, Marjorie Cohee


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