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dc.contributor.authorGarvis, Susieen_US
dc.contributor.authorPendergast, Donnaen_US
dc.contributor.editorMargaret Macintyre Lattaen_US
dc.date.accessioned2017-05-03T15:11:14Z
dc.date.available2017-05-03T15:11:14Z
dc.date.issued2010en_US
dc.date.modified2010-09-01T08:08:56Z
dc.identifier.issn15298094en_US
dc.identifier.urihttp://hdl.handle.net/10072/31968
dc.description.abstractThis paper examines and reports on beginning generalist teacher self-efficacy, which Bandura (1997) suggests plays an important part in student outcomes. In 2008, 201 beginning generalist teachers throughout the state of Queensland, Australia, participated in a study that aimed to provide a snapshot of current perceptions towards support in schools for the arts. Beginning teachers were asked to rank their school support for a number of different subjects in the school curriculum and provide written justification for these rankings. Results suggest that beginning teachers perceived a general lack of support for the teaching of the arts in their classroom, compared to English and maths. They reported that schools provided greater financial support, assistance and professional development for the teaching of literacy and numeracy with a view to increase school performance in national testing. Findings provide key insights for school administrators and policy makers for the adequate delivery of arts education in Queensland schools, particularly when this task falls to generalist teachers with little or no subject expertise in the arts.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent369573 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherArizona State Universityen_US
dc.publisher.placeUnited Statesen_US
dc.publisher.urihttp://www.ijea.org/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto21en_US
dc.relation.ispartofissue8en_US
dc.relation.ispartofjournalInternational Journal of Education & the Artsen_US
dc.relation.ispartofvolume11en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130201en_US
dc.titleSupporting novice teachers of the artsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2010 IJEA. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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