1811 research outputs found
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Reasserting Arts Education in K-12 Curriculum: A Qualitative Case Study and Pilot Programs
Get PDFFrom September 2015 through September 2017, the Ruth and Elmer Wellin Museum of Art at Hamilton College conducted a cross-sectional study that asked, “What makes K-12 public school educators choose to use a museum as part of their curriculum?” At the time of this research, no qualitative studies—either regional or national—could be found on this subject. Studies addressing the “how” and the “what” involved in museum-school collaborations had been published, but none looked at the “why” that motivated such partnerships.
This mixed-method, regional study reflects perspectives of teachers and administrators on the museum-school collaboration dynamic after the introduction of the Common Core State Standards Initiative. It employed focus groups, online questionnaires, and personal interviews of 140 teachers and administrators working in Oneida, Herkimer, and Madison counties in New York State. Additionally, four peer academic museums were interviewed to determine best practices in the field of museum education in relation to the research topic. Two pilot programs were implemented at the Wellin Museum in response to the first year of data findings.
Ninety-five percent of respondents reported finding value in using a museum as part of their curriculum, yet 41% had never done so. Issues of time, cost, and defensibility were widely reported by teachers as detractors to museum-school collaborations. Administrators suggested programming that could be embedded in the curriculum, creating lasting partnerships that could be budgeted for and pre-scheduled annually. Professional development offerings, accommodation of large groups for tours, and in-school programming were also reportedly important to administrators.
The study determined that although the tenets of the Common Core curriculum necessary for successful museum-school collaborations are being offered readily by museums, that fact may not always be communicated clearly to K-12 educators. By using terminology that teachers and administrators recognize, museums can increase the ease of use and defensibility of their programming, thus increasing museum-school collaborations.https://digitalcommons.hamilton.edu/books/1027/thumbnail.jp
A Gentile’s Invitation to Shiloh, House of David
Get PDFAn account of the author\u27s August 2017 visit to Shiloh, the main dwelling of the Israelite House of David in Benton Harbor, Michigan, to meet with Brian Ziebart, trustee and historian of the House of David
Descriptive Bibliography of Imprints in the House of David Collection
Get PDFThis article represents the first phase of a new descriptive bibliography of imprints from the Israelite House of David. It is intended to supplement the comprehensive and monumental work of Henry M. Yaple, whose Descriptive Bibliography of the Israelite House of David and Mary’s City of David, 1902-2010 was published in 2014 by the Richard W. Couper Press. This partial supplement to Yaple’s work features some of the most significant finds from among the imprints newly discovered at Shiloh, but a small percentage of what is yet to be discovered and cataloged. The imprints enumerated here are those Yaple had not seen because he had no access to them at the time. As we have not yet fully sorted through our holdings, it is nowhere near comprehensive
The Teaching of American Indian History and Culture in Central New York Elementary and Middle Schools
No full textIn addressing the question of what American Indian history and culture is taught in Central New York public elementary and middle schools, this qualitative, mixed-methods study explores a) how the representation of American Indians in New York State standards and curricula has changed over time and b) the extent to which these themes and changes are reflected in the current teaching of educators, considering factors that may affect their teaching about American Indians. Content analysis of former and current New York State curricular materials for Kindergarten, 4th and 7th grade and an analysis of questionnaires given to teachers of these grades illuminated the following key findings: the current curriculum has changed to include more tribal specific information about American Indians, the current curriculum includes more American Indian perspectives and sources, the curriculum has made some marked improvements in presenting Indians as continuing to exist and thrive today, especially in relation to their culture; however, American Indian history continues to be relegated to the 19th century. The elementary-grade-level curriculum was found to avoid any criticism or discussion of settler colonialism, despite it fundamentally affecting the history of American Indians. Recommendations for moving the teaching and curriculum further in the direction of an education for social justice are offered
The Role of Social Support in Mental Health in Favelas
No full textSocial factors can affect almost every aspect of mental health and well-being. They have been shown to determine the incidence, prevalence, and persistence of mental illness (Cokrin, 1997). A literature review study pointed to social factors, including feelings of empowerment over one’s life, connectedness with personal and family, rebuilding positive identities of oneself, having hope about the future, and finding meaning in life, as crucial components for recovery of severe mental illness (Tew, Shula, Ramon, et al., 2012). These themes are closely related to social support. Social support is a social construct related to interactions that help individuals with coping, esteem, feelings of belonging, and competence, provided through physical or psychosocial support (or assistance) (Gottlieb, 2000). Physical social support can be when a friend offers to give a ride or buy lunch. Psychosocial support is more related to emotional support, such as listening to a close friend about a family member’s death. Social support has important implications for mental health, demonstrated by its protective effects against stress and mental illness (Ozbay, Johnson, Dimoulas, et al., 2007). Studies found that social support was particularly stress buffering for individuals with the most exposure to poverty-related stressors (e.g., loans, neighborhood crime, drug trafficking) (Ewart & Suchday, 2002; Moskowitz, Vittinghoff, Schmidt, 2012). This study’s objective was to further investigate the role of social support in mental health in specific low-income communities in Sao Paulo, Brazil called favelas, by investigating the effect of poverty-related challenges in mental health and social support
Inequality and Bias in the Demand for News
No full textThe news plays an important role in enabling voters to make informed policy choices. Bias in the supply or demand for news can cause voters to misperceive economic realities and interfere with the formation of congruent policy preferences. In the case of income inequality, reading news stories that emphasize individualism, the notion that hard work leads to success, can cause voters to overestimate social mobility and choose inefficiently low levels of redistribution. Using data from Google Trends, we measure how demand for news stories of individualism responds to changes in income inequality. Our fixed effects model finds a positive relationship between demand for news that emphasizes individualism and income inequality. We find some evidence of confirmation bias and also consider media capture as an explanation for our results
Situated Contemplation: How Groups and Place Influence Yoga and Meditation Experiences
No full textThis study dissects the influence of groups and individual settings amongst different places on people’s contemplative practices, mainly yoga and meditation. Through interviews, we found that these factors play a converging role. We propose 4 key patterns: 1. Practicing in a group has the benefit of community, motivation, and a spiritual energy from other practitioners; however, it can yield to undesired competition and social comparison. 2. The place of the yoga studio can influence people’s experience. People connected the place to who was there. 3. Practicing alone is less competitive and more focused on personal needs. However, the lack of structure can make people feel disorganized. 4. Places for individual practice were often specific, conditioned places filled with meaningful and sacred objects. To conclude, we address possible implications of our study and suggestions for future research
