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Discovering the Pedagogical Paradigm Inherent in Art History Survey Courses: A Delphi Study

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dc.contributor.advisor Schrum, Kelly
dc.contributor.author Yavelberg, Joshua Adam
dc.creator Yavelberg, Joshua Adam
dc.date.accessioned 2017-01-29T01:14:56Z
dc.date.available 2017-01-29T01:14:56Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/1920/10568
dc.description.abstract 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.
dc.format.extent 320 pages
dc.language.iso en
dc.rights Copyright 2016 Joshua Adam Yavelberg
dc.subject Education
dc.subject Art education
dc.subject Art history
dc.subject 21st Century Skills
dc.subject Art History Survey
dc.subject Delphi Methodology
dc.subject Pedagogy
dc.subject SoTL
dc.subject Study of Teaching and Learning
dc.title Discovering the Pedagogical Paradigm Inherent in Art History Survey Courses: A Delphi Study
dc.type Dissertation
thesis.degree.level Ph.D.
thesis.degree.discipline Education
thesis.degree.grantor George Mason University


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