An investigation into the contribution made by primary art coordinators to the development of the teaching of art: the evolution of identities, understanding and practice
Gregory, P. 2014. An investigation into the contribution made by primary art coordinators to the development of the teaching of art: the evolution of identities, understanding and practice. PhD Thesis University of Greenwich School of Education
The study is situated within a feminist paradigm to consider the identity, experience, practice and understanding of art and design coordinators (also known as subject leaders) in primary schools across the South East of England. A postal survey was sent to the 550 primary schools involved in partnership work with a single university and yielded a return rate of 40.7% (n = 224). The survey included elements of common practice by coordinators of all curriculum subjects as identified by Fletcher and Bell (1999) to allow comparison. These were analysed using the Chi-Square Test to establish statistical differences in the recorded responses. The emergent themes were explored through individual interviews with 32 teachers, allowing deeper probing. A number of the interviewees took part in a further interview discussion which explored their understanding and attitudes towards artworks (n = 25) by looking at images based on the work of Downing and Watson (2004). Of these, 17 coordinators allowed close scrutiny of their paper files, folders and records for analysis. Additionally, 9 advisory personnel (including inspectors, advisors, ITE tutors and an author responsible for publishing a practical developmental guide for coordinators) were interviewed to provide a wider context for the study.
|Publication process dates|
|Deposited||14 Oct 2014|
|Submitted||10 Jun 2014|
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