Files in this item
|(no description provided)|
|Title:||A Feasibility Study of the Production and Implementation of Two Cemrel Aesthetic Education Program Spanish-Bilingual Units|
|Author(s):||Albino Collazo, Hiram Rafael|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Bilingual and Multicultural|
|Abstract:||The purpose of this investigation was to study the feasibility of translating, adapting, producing and implementing two CEMREL Aesthetic Education Program units for use in Spanish-bilingual elementary classrooms in Milwaukee, Wisconsin.
A case study-narrative approach was used to describe the procedures of production, context, implementation by two bilingual teachers, and results of the implementation of the units.
The production questions of the study concerned the relevancy of the Aesthetic Education Program to bilingual education and the effectiveness of production. The community, school, teachers, and student characteristics were the context questions. Process questions focused on time of instruction, teachers' adherence to the instructional guide, and interaction between students and teacher. Product or end questions addressed the extent to which the students achieved the objectives of instruction, the attitude of students and teachers toward the units, and needed revisions of the materials for final production.
The implementation of the Bilingual units occurred during the fall of 1979. The research strategy utilized to obtain qualitative data from the implementation process was participant observation or classroom ethnography methodology (Smith & Geoffrey, 1968).
Data collection procedures included: comprehensive field notes; tape recording; teacher, student and administrator interviews; literature from CEMREL's Aesthetic Education Program, the Milwaukee Public School District and the Milwaukee City Arts Council; tests and measures associated with CEMREL instructional units; and teacher questionnaires.
Major findings were: (1) The input of three educational consultants contributed to the production process and helped clarify some crucial issues pertaining to the problems of adaptation, translation, and production and implementation. (2) In general, the objectives of instruction were achieved to a satisfactory level for both units. As the teaching of the units progressed, the enthusiasm increased among students and teachers. (3) Student participation in expressive performing activities and verbal interactions increased during small group work arrangements.
The integration of formative evaluation in the form of Hot-House trials is recommended for any adaptation or initial production of curriculum materials.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|