A Factor Analytic Model of Eighth-Grade Art Learning: Secondary Analysis of NAEP Arts Data

Diket, Read M.

doi:10.2307/1320988

Cited by 3 publications

(2 citation statements)

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“…However, these general education studies focus on assessed content areas that are tied to funding incentives, not policies in art education. Only a small number of studies that have examined the impact of policy and intervening variables on art education outcomes; one of these is the Structural Model for Secondary Analysis of NAEP Visual Arts Data (Burton, 2001;Chapman, 2002;Diket R., 2001;Diket, Burton, McCollister, & Sabol, 2000;Hope, 2006;Sabol, 2001;Sabol, 2008;Sabol, 2013).…”

Section: Context and Significancementioning

confidence: 99%

Creativity, Policy, and Practice in Three States: An Exploration of Definitions of Creativity among State Art Education Policies, the Life Contexts, and Professional Practice of Middle Level Art Educators

Grodoski

2015

Marilyn Zurmuehlen Working Papers in Art Education

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More than any other time in history, creativity is a necessary outcome for education. A global and networked society requires creative people to innovate within a variety of economic, political, and social realities. The need for creativity highlights a crucial role for art education in contemporary education. Yet, a lack of understanding about creativity in art education inhibits actionable activities from policies to classrooms. In order to forward creativity as an educational outcome, a clear understanding of the definition of creativity in U.S. education policy and practice is necessary. Therefore, the focus of this research is to gain knowledge on the representation of creativity in the art education policies of U.S. states. This study also examines the definitions of creativity held by middle level art educators in order to identify relationships between the contexts of policy and practice. Other factors explored as possible mediating factors on definitions of creativity include the life experiences, education level, and work contexts of middle level art educators. Additionally significant, this study provides and tests for problem-based, practical categorizations of creativity, a new and meaningful way to frame creativity within and across domains.

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Section: Context and Significancementioning

confidence: 99%

Creativity, Policy, and Practice in Three States: An Exploration of Definitions of Creativity among State Art Education Policies, the Life Contexts, and Professional Practice of Middle Level Art Educators

Grodoski

2015

Marilyn Zurmuehlen Working Papers in Art Education

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“…In the context of the NAEP, Diket's deep study of NAEP task blocks has observed that a priority is not placed on the directionality or "path" of creative solutions developed by students (Diket 2001). Using the 1997 restricted data, Pamela Thorpe and Diket (Diket et al 2002) conducted an AMOS path analysis of the Portrait block and found junctures at which students dropped out of the block.…”

Section: Teachers As Critical and Constructive Playersmentioning

confidence: 99%