Browsing by Subject "K-12"

Now showing 1 - 3 of 3
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    Art Therapy Program Recommendations for Students from Non-Dominant Cultures in Schools
    (2018) Thompson, Courtney; Yates, Dani; Misluk, Eileen
    Public schools educate many students of various cultural backgrounds and often provide mental health services to meet the needs of these students. This mixed methods study is comprised of a systematic literature review and survey that inquired about how art therapists in schools meet the needs of students from non-dominant cultures. Historical and current data about how art therapists in schools meet the needs of students from non-dominant cultures supported recommendations for a culturally sensitive art therapy program in public schools. Students from non-dominant cultures are those who have cognitive or physical disabilities, belong to a race or ethnicity other than white or Caucasian, have religious beliefs other than Christianity, have low socioeconomic status, are LGBTQ, have indigenous heritage, and/or are female (Hays, 2016). Results from the research show a lack of concrete knowledge regarding funding for art therapy programs in schools, a need for cultural sensitivity training for art therapists that addresses assessments, material choice and development of interventions, and a wide range of needs and goals for this population. The program recommendations include suggestions for funding, therapist credentials, structure of programming, culturally competent art therapy practice, and suggestions for cultural training.
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    K-12 Physical Education: The Principal perspective
    (National Teacher Education Journal, 2011) Urtel, Mark G.; Vogel, Nicole
    The purpose of this research was to examine how K-12 Principals view physical education. Additionally, this survey-based project examined the extent to which location and level of a building impacted the Principals attitude or actions. Basic demographic information was captured from each respondent (N = 130) and then factorial ANOVA was used to determine significant interactions; again, based on location and/or level. Preliminary results indicate that Indiana K-12 building Principals, irrespective of location or level held favorable attitudes toward physical education and that their actions supported those attitudes. In select instances there were significant interactions in regard to location and level toward physical education. Namely as they related to (a) dodgeball (b) coaching expertise (c) recognition and (d) professional development.
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    Understanding online K-12 students through a demographic study
    (Contact Nord, 2014-12) Corry, Michael; Dardick, William; Ianacone, Robert; Stella, Julie; Technology and Leadership Communication, School of Engineering and Technology
    Online K-12 learning opportunities have proliferated, but much remains to be understood about the characteristics of participating students. This study presents a demographic profile of fulltime, K-12 online learners today and compares them with public school students nationwide in the United States. The data was collected from a parent survey that produced 119,155 valid responses/records for students enrolled full-time in online K-12 public schools in 43 states. The study shows that the online student population includes somewhat more females than males, and more middle school than elementary or high school students. White students are overrepresented among full-time online learners compared with their share of the nationwide student population, while Hispanic/Latino and Asian/Pacific Islander students are underrepresented. Gifted and talented students and English language learners (ELLs) are also underrepresented. These data provide a baseline for more detailed explorations and can assist practitioners, policy makers, and researchers in making important decisions about online education that have implications for all students.