Reflections on teacher education in dance

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Susan W. Stinson, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: It takes little if any imagination to recognize that today's schools are not working well for more than a small number of students. Statistics on low SAT scores and dropout rates are part of the daily news. There is little evidence, despite efforts at educational reform, that the situation has changed much from that in 1983, when Ernest Boyer wrote that American high schools provide an outstanding education for only 10 to 50 percent of the students. Further, he noted that a larger percentage of students-perhaps 20 to 30 percent-mark time in school or drop out.…The majority of students are in the vast middle ground….They attend high schools that, like the communities that surround them, are surviving but not thriving.1 Many people blame teachers, accusing them of not being bright enough or hardworking enough; my university now requires a second academic major for education students, as well as higher OPAs and higher scores on the National Teacher's Examination. Others blame students, and/or they blame their families for raising students who are lazy or who are more interested in a job at McDonald's to support a car than they are in learning. The proposed remedies have included more of many things that now exist-more academics, more testing, more homework, more requirements.

Additional Information

Design for Arts in Education, 92, 23-30
Language: English
Date: 1991
Dance, Teacher education, Discipline-Based Arts Education

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