Understanding the Current Educational Climate in California Arts Magnet Schools
| dc.contributor.advisor | Garber, Elizabeth | en_US |
| dc.contributor.author | Colbert, Cortney Alan | |
| dc.creator | Colbert, Cortney Alan | en_US |
| dc.date.accessioned | 2011-12-05T14:11:02Z | |
| dc.date.available | 2011-12-05T14:11:02Z | |
| dc.date.issued | 2007 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/193235 | |
| dc.description.abstract | The Magnet Program for California public schools was established with the purpose of allowing students to have some choice in how they are educated. Each magnet school has a specific curriculum emphasis. This study focuses on those classified as Art Magnet Schools. With the advent of such legislation as the No Child Left Behind Act, schools have placed an increased emphasis on Math, Science, and Language Arts. This emphasis has been pushed along in part, by an increase in high-stakes testing that is taking place in all public schools. This has caused a shaky ground for Arts Magnet Schools in California to stand on. Some schools are finding that their emphasis in Arts is now in jeopardy. This study shows that although the perception of the majority of teachers is that things are worse currently than in the past, they are optimistic as to what will occur in the future. | |
| dc.language.iso | EN | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Magnet | en_US |
| dc.subject | Art | en_US |
| dc.subject | Education | en_US |
| dc.subject | California | en_US |
| dc.subject | Legislation | en_US |
| dc.subject | School | en_US |
| dc.title | Understanding the Current Educational Climate in California Arts Magnet Schools | en_US |
| dc.type | text | en_US |
| dc.type | Electronic Thesis | en_US |
| dc.contributor.chair | Garber, Elizabeth | en_US |
| dc.identifier.oclc | 659748431 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.contributor.committeemember | Beudert | en_US |
| dc.contributor.committeemember | Arenas | en_US |
| dc.identifier.proquest | 2527 | en_US |
| thesis.degree.discipline | Art Education | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.name | MA | en_US |
| refterms.dateFOA | 2018-06-18T09:59:16Z | |
| html.description.abstract | The Magnet Program for California public schools was established with the purpose of allowing students to have some choice in how they are educated. Each magnet school has a specific curriculum emphasis. This study focuses on those classified as Art Magnet Schools. With the advent of such legislation as the No Child Left Behind Act, schools have placed an increased emphasis on Math, Science, and Language Arts. This emphasis has been pushed along in part, by an increase in high-stakes testing that is taking place in all public schools. This has caused a shaky ground for Arts Magnet Schools in California to stand on. Some schools are finding that their emphasis in Arts is now in jeopardy. This study shows that although the perception of the majority of teachers is that things are worse currently than in the past, they are optimistic as to what will occur in the future. |
Files in this item
Name:
azu_etd_2527_sip1_m.pdf
Size:
9.380Mb
Format:
PDF
Description:
azu_etd_2527_sip1_m.pdf