Dissertation/Thesis Abstract

Discovering the Pedagogical Paradigm Inherent in Introductory Art History Survey Courses, a Delphi Study
by Yavelberg, Joshua, Ph.D., George Mason University, 2016, 320; 10245641
Abstract (Summary)

This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and teaching strategies that are common for art history survey courses taught at higher education institutions throughout the United States. A group of art history faculty, chairs, and current researchers focused on studying teaching and learning within art history weighed in on their perspectives through three mixed method survey rounds, ranking the importance of various themes developed through the responses. The results discover that there is still a strong preference for a Socratic seminar teaching strategy, while the participants also highlighted other outcomes and strategies that are important areas for future research in the discipline.

Indexing (document details)
Advisor: Schrum, Kelly
Commitee: Clark, Kevin, Sheridan, Kimberly
School: George Mason University
Department: Education
School Location: United States -- Virginia
Source: DAI-A 78/06(E), Dissertation Abstracts International
Subjects: Art education, Art history, Education
Keywords: 21st century skills, Art history survey, Delphi methodology, Pedagogy, Study of teaching and learning
Publication Number: 10245641
ISBN: 978-1-369-55119-8
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