DOCSLIB.ORG

An Art Educators' Perception of an Art Professional Development Workshop Wonda Y

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Art Educators' Perception of an Art Professional Development Workshop Wonda Y Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2019 An Art Educators' Perception of an Art Professional Development Workshop Wonda Y. Hillard Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Art Education Commons, and the Curriculum and Instruction Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Wonda Hillard has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Susan Adragna, Committee Chairperson, Education Faculty Dr. Kimberley Alkins, Committee Member, Education Faculty Dr. Leslie Van Gelder, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2019 Abstract Art Educators’ Perceptions of an Art Professional Development Workshop by Wonda Y. Hillard MEd, South Carolina State University, 1988 BS, South Carolina State University, 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2019 Abstract There are no guidelines in South Carolina for developing workshops that reflect the needs of art educators, and there are no tools to evaluate and support their professional development. The problem is a lack of informative, substantive, and academically oriented art inservices that are standards-based and focused on the enhancement of pedagogy, teaching strategies, and content. The purpose of this case study was to explore participants’ perceptions of an art professional development workshop as an approach to examining art standards, instructional strategies, and policy changes. Dewey’s experiential theory served as the conceptual framework. A purposeful sample of 10 art educators who attended a district-sponsored professional development workshop participated in this study. After the workshop, data about educators’ perceptions of the inservice were collected through a beta test and a focus group with 2 participants, 1 open- ended questionnaire with 8 participants, and a workshop observation with 20 participants. Data were analyzed using comparative analysis to identify patterns in the data. Member checking and triangulation were used to verify the data and control bias. Five themes emerged from the data: adult-centered hands-on learning, professional development experiences, grants, collaboration and networking, and best practices. This study contributes to social change by showing the importance of on-going adult-centered, research-based, hands-on professional development for educators addressing visual art standards, practice, instructional strategies, policy changes, and the facilitation of student- centered activities. Art Educators’ Perceptions of an Art Professional Development Workshop by Wonda Y. Hillard M.Ed., South Carolina State University, 1988 BS, South Carolina State University, 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2019 Dedication I would like to dedicate my doctoral study to my children, Jasmine and Jared. My children were the foundation of my inspiration throughout this process. They encouraged me to pursue my interest in building my leadership skills of inspiring others to dream more, learn more, do more, and become more as described by John Q. Adams. Their support inspired me to never give up even through the struggles and difficult times that caused me to pause and breathe often in this journey. I would also like to dedicate my doctoral study to my angels: my father, Richard Hillard, my aunt, Geraldine “Gerald” Hillard Matthews, and my grandparents, Maria Mallard Hillard and John “Tootise” Hillard. You taught me to make good judgment and seek knowledge (Psalms 119:66). Thank you for nurturing, supporting, encouraging, and watching over me throughout my life. I know that you are watching me from Heaven and I want to thank you for every milestone that you have helped me to meet and experiences that we have shared. “Baby girl.” I would like to dedicate my doctoral degree to my art professors at South Carolina State University--Dr. Leo Twiggs and Dr. Terry K. Hunter, who encouraged their young scholars to always practice their craft through a demonstration of creating art and teaching art, and professionalism. Dr. Twiggs and Dr. Hunter helped to develop my teaching style and enthusiasm for arts advocacy as an African American female, who would introduce art to students in rural Title I schools. Dr. Hunter took my peers and me to our first printmaking professional development workshop at Florida A & M University. I would be remiss if I did not dedicate my doctoral degree to Mr. Peter L. Felder II, “Mr. Pete,” who inspired me to pursue my doctorate and seek out opportunities of learning through rigorous course work and professional development training at the district and state level. Finally, I would like to dedicate my doctoral degree to the art educators (veteran and novice), who serve as advocates for arts education and art programs in their communities, schools, districts, and state. I began this process to make a difference in the world. However, the difference has been a transformation within me. I hope that this study will make a difference in terms of improving art development workshops for art educators and enrich pedagogy and self-efficacy. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Section 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Problem Statement .........................................................................................................2 Evidence of the Problem at Local Level ................................................................. 5 Evidence of the Problem from the Professional Literature ..................................... 9 Nature of the Study ......................................................................................................14 Guiding Research Questions ........................................................................................15 Purpose of the Study ....................................................................................................15 Conceptual Framework ................................................................................................16 Operational Definitions ................................................................................................17 Assumptions, Limitations, Scope, and Delimitations ..................................................20 Scope and Delimitations ..............................................................................................23 Significance of the Study .............................................................................................24 Summary ......................................................................................................................27 Section 2: Literature Review .............................................................................................29 Introduction ..................................................................................................................29 Conceptual Framework ................................................................................................30 Educational Policy Changes ........................................................................................31 Review of Related Research ........................................................................................36 Professional Development .................................................................................... 37 i Pedagogy, Arts Integration, and Best Practices .................................................... 56 Conclusion ...................................................................................................................65 Section 3: Methodology .....................................................................................................66 Introduction ..................................................................................................................66 Design 66 Research Questions ......................................................................................................68 Context .........................................................................................................................68 Participants ............................................................................................................ 68 Sampling ............................................................................................................... 69 Procedure
Load more

Recommended publications
  • Integration of Visual Art, Language Arts, & Science
    UC Irvine Journal for Learning through the Arts Title Rocking your Writing Program: Integration of Visual Art, Language Arts, & Science Permalink https://escholarship.org/uc/item/5qj2q7vk Journal Journal for Learning through the Arts, 9(1) Authors Poldberg, Monique M. Trainin, Guy Andrzejczak, Nancy Publication Date 2013 DOI 10.21977/D9912659 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Rocking your Writing Program: Integration of Visual Art, Language Arts, & Science Monique Poldberg, University of Nebraska Lincoln Guy Trainin, University of Nebraska Lincoln Nancy Andrzejczak, Lake Elsinore Unified School District Abstract This paper explores the integration of art, literacy and science in a second grade classroom, showing how an integrative approach has a positive and lasting influence on student achievement in art, literacy, and science. Ways in which art, science, language arts, and cognition intersect are reviewed. Sample artifacts are presented along with their analysis to show how students learn in an integrated unit that incorporates visual art as a key component. While we recognize the importance of art as a unique domain, this research demonstrates how integration of visual art, literacy, and science content creates an effective curriculum benefiting all students. It is the business of the artist and of the man of letters to reproduce and fix forms of imagination to which the mind will afterwards recur with pleasure; so, based upon the same great principle by the same instinct, if I may so call it, it is the business of the man of science to symbolize, and fix, and represent to our mind in some easily recallable shape, the order, and the symmetry, and the beauty that prevail throughout Nature … the great truth that art and literature and science are one, and that the foundation of every sound education and preparation for active life in which a special education is necessary should be some efficient training in all three.
    [Show full text]
  • Exploring the Arts
    Exploring the Arts Arts In Education Model Development and Dissemination Program The First Three Years 2001-2003 Exploring the Arts Arts In Education Model Development and Dissemination Program The First Three Years 2001-2003 Prepared by Branch Associates, Inc. Philadelphia, Pennsylvania This report was produced under U.S. Department of Education Contract No. ED-04-CO-0074/005, with Branch Associates, Inc. Diane Austin served as the contracting officer’s representative. The content of this report does not necessarily reflect the views or policies of the U.S. Department of Education, nor does the mention of trade names, commercial products or organizations imply endorsements by the U.S. gov- ernment. Mention and description of the program models included in this compendium do not imply endorsement by the U. S. Department of Education. This publication also contains URLs for information created and maintained by private organizations. This information is provided for the reader’s convenience. The U.S. Department of Education is not responsible for controlling or guaranteeing the accuracy, relevance, timeliness, or completeness of the outside information. Further, the inclusion of information or URL does not reflect the importance of the organization, nor is it intended to endorse any views expressed, or products or services offered. Photograph Credits The photographs in this compendium were submitted by individual grantees. Photographs that appear on the page of an individual project profile were submitted by that grantee. Other photographs on the front and back cover, as well as on the Foreword page, were submitted by the following grantees: Artful Citizenship — The Wolfsonian, Inc.
    [Show full text]
  • Using Lesson Study to Assess Student Thinking in Science
    Using Lesson Study to Assess Student Thinking in Science SUMMARY for designing this assessment was the Assessments are process of Japanese lesson study opportunities to study student think- Teachers examine (Fernandez, 2002; Fernandez & ing and analyze teaching practices to fourth-grade students’ Yoshida, 2004; Lewis, 2002; Lewis, understandings of mag- best develop students’ ideas. Perry, & Hurd, 2004, 2009; Lewis, netism through the use Assessments, when tightly linked to Perry, & Murata, 2006; Stigler & of science notebooks. standards and instructional design, Decisions about student Hiebert, 1999). This process is provide information to evaluate: learning outcomes, lesson outlined below. design, and assessments (1) student learning, are derived from the use (2) teaching practice, Japanese lesson study process of a Japanese lesson study (3) the effectiveness of approach. Lesson study leads the team through a curriculum materials, and process which includes a (4) the standards upon live research lesson with which the lesson is observers who gather designed. extensive data on the les- son and outcomes. This forms a cycle of continu- The purpose of this arti- ous improvement in all cle is to describe our pro- aspects of teaching. cess for designing a for- mative assessment of fourth-grade students’ ideas about magnetism through the use of science notebooks. The context Sharon Dotger is an assistant professor of science education at Syracuse University, teaching pre-service teachers. F. Kevin Moquin is a fourth-grade teacher at Willow Field Elementary School in the Liverpool Central School District and a doctoral student at Syracuse University. Kathleen Hammond is a fourth-level teacher at Willow Field Elementary School in the Liverpool Central School District.
    [Show full text]
  • 24 Expertise and Expert Performance in Teaching James W
    24 Expertise and Expert Performance in Teaching James W. Stigler Department of Psychology, University of California at Los Angeles, California Kevin F. Miller School of Education, University of Michigan, Michigan Introduction domains of expertise. But in education, teachers are in a very real sense at the mercy of students, There are approximately 3.5 million full-time and policy-makers, and curriculum designers, elementary and secondary teachers working in and so on. This is something we will need to US public and private school classrooms (US address as we consider what it means to be an Department of Education, 2016). Given their expert teacher. potential to impact the lives of young people, it Another obstacle to understanding expertise in would seem to be of great importance to under- teaching is the “pseudo-expertise” one develops stand what makes one teacher more effective than as a student. Before anyone starts their formal another, what expertise in teaching looks like, and training as a teacher, they already have experi- how it develops. Despite the fact that teaching is enced well over 10,000 hours as students in class- one of the oldest and largest of human profes- rooms, making teaching the profession with the sions, however, we still lack a clear conception of most intensive and lengthy apprenticeship of any. what it means to be an expert teacher. This is not One consequence of this experience is that every- because researchers have not tried to pin this one in our society, including teachers, thinks they down. They have, and we will try in this chapter already know what an expert teacher is, without to make a contribution to this effort.
    [Show full text]
  • Lesson Study, a Means for Fostering Collaborative Reflection
    Lesson Study, a Means for Fostering Collaborative Reflection: Effects on the Self-Efficacy and Teaching Practices of Developmental Education College Success Course Instructors by Miguel Lucas A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education Approved April 2014 by the Graduate Supervisory Committee: David Carlson, Chair Wendy Barnard Eric Haas ARIZONA STATE UNIVERSITY May 2014 ABSTRACT Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality learning experiences. The researcher implemented the Lesson Study (LS) professional learning experience in order to increase the collaboration amongst counselors in their efforts to improve their teaching practice as well as improve the quality of the learning experience for developmental education students, consequently potentially improving their retention and persistence. The researcher facilitated a mixed- method study to explore how instructors made meaning of their teaching practice as well as what changes they made to their instructional practice while engaging in LS. The researcher utilized qualitative means to analyze the following data: (1) instructors‘ weekly reflective journals, (2) semi-structured interviews with instructors after each cycle of LS, (3) video recordings of LS debrief meetings, and (4) video recordings of LS planning meetings.
    [Show full text]
  • Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students
    Advances in Social Science, Education and Humanities Research, volume 379 1st Vocational Education International Conference (VEIC 2019) Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students Noor Hudallah1 1Electrical Engineering, Universitas Negeri Semarang, Cemtral Java, Indonesia [email protected] Keywords: problem solving, think pair share, lesson study, vocational education. Abstract: Improvement of skill for students in vocational school is very important to face the new era of Industry 4.0. Students need the flexible ability and long-life problem-solving skill. In this work problem solving of assignment combined with think pair share and lesson study approach is proposed to be used in class of electrical installation. Student collaboratively try to solve, discuss and find solution of the assignment given by the teacher. Learning process was also observed by teacher partner as a reflection what happen in class. The reflection is used for planning the next action to improve the quality of learning. It found that the real- life problem which is designed as assignment in practical class improve the motivation of student to engage with problem solving. Think pair share made the class more active and help the conceptual understanding. Lesson study help the teacher to improve the quality of learning process. The combination of the method has improved significantly the learning result. 1 INTRODUCTION workspace. (Hämäläinen & Cincinnato, 2014). Even game can be used for trained the ability of problem Industry 4.0 makes change from mass technology solving. (Wever et al., 2015). Not only the content of production to flexible production.
    [Show full text]
  • IJERE-Crucial Problems in Arranged the Lesson Plan of Vocational Teacher
    International Journal of Evaluation and Research in Education (IJERE) Vol. 10, No. 1, March 2021, pp. 345~354 ISSN: 2252-8822, DOI: 10.11591/ijere.v10i1.20604 345 Crucial problems in arranged the lesson plan of vocational teacher Muhammad Nurtanto1, Nur Kholifah2, Alias Masek3, Putu Sudira4, Achmad Samsudin5 1Department of Mechanical Engineering Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Indonesia 2Department of Fashion Design and Hospitality Education, Faculty of Engineering, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia 3Professional Education and Postgraduate Department, Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia 4Department of Postgraduate, Technical and Vocational Education, Universitas Negeri Yogyakarta, Indonesia 5Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia Article Info ABSTRACT Article history: This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the Received Mar 24, 2020 learning tools that have been prepared. A total of 957 respondents from 2017 Revised Nov 13, 2020 to 2018, consisting of four cities and three districts in Banten Province were Accepted Jan 27, 2021 involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data Keywords: obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the Curriculum components a) Core Competencies (CC) and Basic Competencies (BC) ICT analysis of 45.31%, b) Program mapping of 38.37%, learning plan Learning tools preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality Lesson plan of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) Vocational teachers based is divided into two groups.
    [Show full text]
  • Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries
    Education Rigorous Literature Review Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries Dr Jo Westbrook Dr Naureen Durrani Rhona Brown Dr David Orr Dr John Pryor Dr Janet Boddy Francesca Salvi December 2013 This material has been funded by the Department for International Development. The views expressed do not necessarily reflect the views of the Department for International Development. The authors are part of the Centre for International Education, University of Sussex. This paper can be found on the DFID Research for Development website: http://r4d.dfid.gov.uk/ and the EPPI-Centre website: http://eppi.ioe.ac.uk/ The EPPI-Centre reference number for this report is 2110. Westbrook J, Durrani N, Brown R, Orr D, Pryor J, Boddy J, Salvi F (2013) Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review. Department for International Development. © Copyright Authors of the review hold the copyright for the text of the review. The authors give permission to display and print the contents of the review for their own non-commercial use, providing that the materials are not modified, copyright and other proprietary notices contained in the materials are retained, and the source of the material is cited clearly following the citation details provided. Otherwise users are not permitted to duplicate, reproduce, re-publish, distribute, or store material from this review without express written permission. Contents Abbreviations ..........................................................................................
    [Show full text]
  • A Lesson Study Model
    International Journal of Progressive Education, Volume 16 Number 6, 2020 © 2020 INASED A New Approach In The Professional Development Of Prospective Visual Arts Teachers: A Lesson Study Model Yahya Hiçyılmaz i Van Yüzüncü Yıl University Ahmet Aykan ii Mus Alparslan University Abstract One of the most important skills for students to use, starting from the preschool period and throughout their lives, is art education. The quality of visual arts teachers, who aim to develop students’ knowledge and skills in terms of art, is highly important in this process. It is believed that the knowledge and experience that prospective visual arts teachers before service will enable them to be more effective and successful teachers while serving. In this study, it was aimed to evaluate the professional development of prospective visual arts teachers within the framework of a lesson study. In this study, which was conducted as a case study with a qualitative research model, the participants consisted of 6 prospective visual arts teachers, which included 4 males and 2 females. Within the scope of the study, the data were obtained by using interview forms. Out of these data, codes and themes were obtained by using the content analysis method. As a result of this study, which covered a total period of 8 weeks, it was concluded that the professional development of prospective visual arts teachers was positively developed. It was observed that the lesson study model contributed to the knowledge and skills of prospective visual arts teachers in terms of lesson planning, method- technique, assessment-evaluation and cooperation. According to these results, suggestions, such as professional knowledge lessons that are practical, can be conducted within the framework of a lesson study, were presented.
    [Show full text]
  • Using Formative Assessment Despite the Constraints of High Stakes Testing and Limited Resources: a Case Study of Chemistry Teachers in Anglophone Cameroon
    Western Michigan University ScholarWorks at WMU Dissertations Graduate College 1-1-2011 Using Formative Assessment Despite the Constraints of High Stakes Testing and Limited Resources: A Case Study of Chemistry Teachers in Anglophone Cameroon George Viche Akom Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Recommended Citation Akom, George Viche, "Using Formative Assessment Despite the Constraints of High Stakes Testing and Limited Resources: A Case Study of Chemistry Teachers in Anglophone Cameroon" (2011). Dissertations. 331. https://scholarworks.wmich.edu/dissertations/331 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. USING FORMATIVE ASSESSMENT DESPITE THE CONSTRAINTS OF HIGH STAKES TESTING AND LIMITED RESOURCES: A CASE STUDY OF CHEMISTRY TEACHERS IN ANGLOPHONE CAMEROON by George Viche Akom A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy The Mallinson Institute for Science Education Advisor: Herb Fynewever, Ph.D. Western Michigan University Kalamazoo, Michigan June 2010 NOTE TO USERS This reproduction is the best copy available. UMIs UMI Number: 3470394 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
    [Show full text]
  • “Lesson Study” and “Curriculum Management” in Japan
    J. Fac. Edu. Saga Univ. Vol. 17, No. 1 (2012) Su133〜14mmar7y of “Lesson Study” and“Curriculum Management” inJapan 133 Summary of “Lesson Study” and “Curriculum Management” in Japan １ ２ Tetsuo KURAMOTO ，Huiting SHI 要旨 Lesson Study を我国の校内研修・授業研究に相当すると位置付けるならば、学校組織における教 師の資質・教育力の向上が、直接・間接的には生徒の知的・人格的育成に相関性があるとする観点か ら、それは学校改善（School Improvement）に貢献するものであり、広義的に Lesson Study はカリ キュラムマネジメント（Curriculum Management）論の一要素であると体系化できよう。 教育経営学の範疇における学校改善論とは、問題解決性・教育経営の活性化・ポジティブな学校文 化形成・自主的/自立的な組織体・開かれた協働性等の項目を意味するが、究極的な学校組織の存在 意義は、組織上の合理化論等を踏まえつつも生徒の知的・人間的成長を意図するものであり、これが 最重要な教育（組織）目標となる。つまり、教育方法と教育経営学が融合する学問範疇で考察すると き、カリキュラムマネジメント論は、一定の学校教育目標の具現化を生徒の育成を通して評価される カリキュラムPDCA 過程の経営論である。 なお、本研究の後半部分では、カリキュラムリーダーシップ論に特化して、その実証を試みた。 １．Introduction The main purposes in this article are : １）To discuss the detailed conceptual structures between “Lesson Study” and“Curriculum Management”. ２）To discuss theconceptual structures anddifferences between “Professional LearningCommunity”, “Knowledge Management” and“Lesson Study” as a Futureʼs Research. １）To discuss the detailed conceptual structures Between “Lesson Study” and “Curriculum Management”. Fromthepointsof view ofconceptual structures between “Lesson Study” and“Curriculum Management”, it isnecessary to understandwhat theconcept of “Curriculummanagement” is. Historically, “Curriculum Management” isoften discussed at theeducational research associations such asJapaneseCurriculum Study Association, Japanese Educational Management Association and others. （Takano, Nakatome, Koizumi,Amagasa, Kuramoto,Tamura.） Japanese
    [Show full text]
  • Teachers' Institution and Participation in a Lesson Study Project in Zambia: Implication and Possibilities
    Teachers’ Institution and Participation in a Lesson Study Project in Zambia: Implication and Possibilities Takuya Baba (Hiroshima University, Japan) Kazuyoshi Nakai (JICA, Japan) 1. Background To ensure quality education all over the country is the ultimate goal for all countries. However, a problem lies here. Real quality education probably means not uniform education but the best education which varies from student to student, from school to school, and from area to area. Even though we take the stance of “the greatest happiness for the greatest number”, time is always moving and factors such as individuals and society are fluid and so it is not an easy task to find an optimum solution, if not the best. And the above expression unconsciously seeks for a teacher who is like a craftsman of fine arts, who is able to respond to such fluid and individual situations and find the optimum solution or approximation to such solution. And furthermore, in order to ensure this over the country, it is necessary to produce such craftsmen in massive quantity. Let us review quality education briefly. In the economically advanced countries, quality education, especially the quality of teachers is the focus. In 1974, the Ministry of Education, Japan and OECD-CERI jointly hosted an International Seminar on Curriculum Development in Tokyo. In the seminar, a new paradigm was proposed by the term Rashoumon Approach, which emphasized more on impromptu-ness and multi-facets of teaching, and teacher education was given more emphasis in that paradigm. In the USA after the U.S. National Commission on Excellence in Education (1983), public awareness about education was raised.
    [Show full text]