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

dc.contributor.advisorSchrum, Kelly
dc.contributor.authorYavelberg, Joshua Adam
dc.creatorYavelberg, Joshua Adam
dc.date.accessioned2017-01-29T01:14:56Z
dc.date.available2017-01-29T01:14:56Z
dc.date.issued2016
dc.description.abstractThis 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.extent320 pages
dc.identifier.urihttps://hdl.handle.net/1920/10568
dc.identifier.urihttps://doi.org/10.13021/MARS/4290
dc.language.isoen
dc.rightsCopyright 2016 Joshua Adam Yavelberg
dc.subjectEducation
dc.subjectArt education
dc.subjectArt history
dc.subject21st Century Skills
dc.subjectArt History Survey
dc.subjectDelphi Methodology
dc.subjectPedagogy
dc.subjectSoTL
dc.subjectStudy of Teaching and Learning
dc.titleDiscovering the Pedagogical Paradigm Inherent in Art History Survey Courses: A Delphi Study
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelPh.D.

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