Validation of K-12 Art Specialist Competencies Most Essential for Elementary Classroom Teachers in the State of North Carolina

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The problem of this study was to determine which of a list of forty-seven art competencies designed by the North Carolina Department of Public Instruction for K-12 art specialists were most essential for early childhood and intermediate elementary classroom teachers. Four-point Likert-type scaled instruments were designed and sent to three types of North Carolina educators: (a) 200 elementary classroom teachers, stratified into two equal subgroups of early childhood and intermediate teachers; (b) 100 K-12 art specialists; and (c) all art teacher educators employed at colleges and universities with state approved programs in art education. These subjects were asked to respond … continued below

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iv, 305 leaves

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Cherry, Timothy Yates May 1985.

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The problem of this study was to determine which of a list of forty-seven art competencies designed by the North Carolina Department of Public Instruction for K-12 art specialists were most essential for early childhood and intermediate elementary classroom teachers. Four-point Likert-type scaled instruments were designed and sent to three types of North Carolina educators: (a) 200 elementary classroom teachers, stratified into two equal subgroups of early childhood and intermediate teachers; (b) 100 K-12 art specialists; and (c) all art teacher educators employed at colleges and universities with state approved programs in art education. These subjects were asked to respond to the relevance of each competency for the elementary classroom teacher.

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iv, 305 leaves

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  • May 1985

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Cherry, Timothy Yates. Validation of K-12 Art Specialist Competencies Most Essential for Elementary Classroom Teachers in the State of North Carolina, dissertation, May 1985; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc331375/: accessed May 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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