1,508 research outputs found
Elliot Eisner-What Do the Arts Teach
No full textIncludes descriptive metadata provided by producer in MP4 file: "Chancellor's Lecture Series - Videos - Elliot Eisner-What Do the Arts Teach.
Elliot Eisner - 04/08/1997 - (Riall Lecture Series)
No full textBegun in 1988, the E. Pauline Riall Lecture Series brings to the University and community outstanding national lecturers in the field of education. The series was established by the late Miss Riall, long-time principal and teacher of the former Salisbury University's Campus School. A generous bequest was provided by Miss Riall's will to fund this special program.
Elliot Eisner, Professor of Education and Art, Stanford University - 4/8/1997https://www.youtube.com/watch?v=P5tnbyZOrA
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[Letter from Elliot Eisner to National Curriculum Working Group, March 3, 1997]
No full textA letter from Elliot Eisner, Professor of Education and Art at Stanford University, to members of the National Curriculum Working Group about to remind the members to submit their suggestions for "big idea" which will be used to aid in developing art education curriculum
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[Letter from Elliot Eisner. November 19, 1996]
No full textA letter from Elliot Eisner, Professor of Education and Art, Stanford University, to various professors, including R. William McCarter, Co-director, North Texas Institute for Educators on the Visual Arts. Eisner thanks these professors for serving as a member of a 12-person National Curriculum Working Group. Eisner explains the task of the group, to create a body of material that can be used by each of the six Regional Institute Grantees to develop a unified and coherent array of curriculum materials for students, with the materials given to them by The Getty Center for Education in the Arts
Eisner, Elliot W., Reimagining Schools: The Selected Works of Elliot W. Eisner. New York: Routledge, 2005.
No full textReprints twenty-one of Eisner\u27s articles published from 1965-2002
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[Letter from Elliot Eisner to National Curriculum Working Group, January 27,1997]
No full textA letter from Elliot Eisner to members of the National Curriculum Working Group about their upcoming meeting in Los Angeles. Eisner describes the purpose of the meeting, to develop art education curriculums, and provides a tentative agenda
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[Letter from Elliot Eisner to National Curriculum Working Group, March 5, 1997]
No full textA letter from Elliot Eisner, Professor of Education and Art, Stanford University, to members of the National Curriculum Working Group asking for the members to send Eisner a copy of their unit they have been working on since their meeting
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[Letter from Elliot Eisner to R. William McCarter, March 12, 1997]
No full textA letter from Elliot Eisner, Professor of Education and Art, Sandford University, to R. William McCarter, Co-director, North Texas Institute for Educators on the Visual Arts, about clearing up McCarter's confusion about Eisner's development of curriculum units. McCarter had earlier sent a letter expressing their surprisement of Eisner not focusing their attention of the analysis of curriculum units. Eisner states that they are enclosing three documents, letter of November 19, letter of January 27, and a agenda that Eisner prepared with their letter of January 27 as proof that they explicitly said they would be developing curriculum units instead of analyzing curriculum units. Eisner goes on to state that if McCarter had any reservations about the line of work, they could've written to Eisner
The principal as evaluator : an application of the curriculum evaluation model of Elliot W. Eisner to a kindergarten setting
No full textThe purpose of this study was to apply the curriculum evaluation model of Elliot W. Eisner to a kindergarten setting. The writer, as principal and evaluator of the setting, based her investigation on Eisner's belief that evaluation needs to be grounded in a view of how persons create meaning from their experiences. Dale L. Brubaker's definition of curriculum, what each person experiences as learning settings are cooperatively created, was utilized in the study. The study included description, interpretation and assessment of the pervasive qualities of the curriculum as currently experienced by the setting's participants. The themes of control, understanding and liberation, identified by James B. Macdonald as basic value positions, recurred in the participants' expressions of the meaning of their shared experiences. The use of participant observation, interviews, review of documentary sources and ethnography, methodology consistent with field research, enabled the writer to define the parts that communicated a holistic meaning
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