Pub Date : 2024-01-02DOI: 10.1080/00043125.2023.2268501
Shannon Thacker Cregg, D. Kletchka
{"title":"Making Together, Learning Together: Social Connection, Collaboration, and Disability at the Columbus Museum of Art","authors":"Shannon Thacker Cregg, D. Kletchka","doi":"10.1080/00043125.2023.2268501","DOIUrl":"https://doi.org/10.1080/00043125.2023.2268501","url":null,"abstract":"","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"9 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139630949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-02DOI: 10.1080/00043125.2024.2302296
Michelle S. Bae-Dimitriadis
{"title":"Teaching Peace Education Through Art","authors":"Michelle S. Bae-Dimitriadis","doi":"10.1080/00043125.2024.2302296","DOIUrl":"https://doi.org/10.1080/00043125.2024.2302296","url":null,"abstract":"","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"28 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139630869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01Epub Date: 2023-06-14DOI: 10.1007/s12070-023-03831-0
Mohan Kameswaran, M B Bharathi, Carlton Periera, Sudipta Chandra, Hari Krishna Reddy, Manjeeta Gupta, Deepa Sholapuri, Kartik Peethamabaran
Aim: To assess the efficacy and safety of prochlorperazine in Indian patients with acute vertigo.
Methods: In this prospective, multicenter, open-label, post-marketing observational study, patients with acute peripheral vertigo of different etiologies received 5 mg prochlorperazine thrice a day for 5 days. The primary endpoints were percentage of patients with improvement in (1) vertigo symptoms and (2) clinical response as per scale for vestibular vertigo severity level and clinical response evaluation (SVVSLCRE) from baseline to end of treatment (Day 6). The key secondary endpoints were (1) improvement in nystagmus grading, and (2) safety and tolerability Efficacy of prochlorperazine by route of administration of first prochlorperazine dose (oral or intramuscular) was also assessed.
Results: Of 1716 enrolled patients (mean [standard deviation, SD]) age (42.0 [12.95] years; 53.6% men), 57.4% were diagnosed with Meniere's disease, followed by vestibular neuritis (17.4%), labyrinthitis (16.7%), or ear surgery (8.5%). In the overall population, 91.1% of patients showed improvement in clinical response per SVVSLCRE grading at Day 6 (p < 0.0001 vs. non-responders). Nystagmus grading was improved in 99.7% (of patients. No adverse drug reactions events were reported. Tolerability of prochlorperazine was rated as good, very good, and excellent by 43.6%, 32.9% and 20.7% of patients, respectively. Among patients with postoperative vertigo, 80.1% showed improvement in clinical response. In the intramuscular and oral subsets, 85.5% and 92.1% of patients showed improved clinical response, respectively.
Conclusion: Prochlorperazine showed improvement in severity of symptoms and clinical response in all subsets of vertigo patients, with a good safety and tolerability profile.
{"title":"Effectiveness and Safety of Prochlorperazine in Indian Patients with Acute Vertigo: Results from a Large, Prospective, Post-marketing Observational Study.","authors":"Mohan Kameswaran, M B Bharathi, Carlton Periera, Sudipta Chandra, Hari Krishna Reddy, Manjeeta Gupta, Deepa Sholapuri, Kartik Peethamabaran","doi":"10.1007/s12070-023-03831-0","DOIUrl":"10.1007/s12070-023-03831-0","url":null,"abstract":"<p><strong>Aim: </strong>To assess the efficacy and safety of prochlorperazine in Indian patients with acute vertigo.</p><p><strong>Methods: </strong>In this prospective, multicenter, open-label, post-marketing observational study, patients with acute peripheral vertigo of different etiologies received 5 mg prochlorperazine thrice a day for 5 days. The primary endpoints were percentage of patients with improvement in (1) vertigo symptoms and (2) clinical response as per scale for vestibular vertigo severity level and clinical response evaluation (SVVSLCRE) from baseline to end of treatment (Day 6). The key secondary endpoints were (1) improvement in nystagmus grading, and (2) safety and tolerability Efficacy of prochlorperazine by route of administration of first prochlorperazine dose (oral or intramuscular) was also assessed.</p><p><strong>Results: </strong>Of 1716 enrolled patients (mean [standard deviation, SD]) age (42.0 [12.95] years; 53.6% men), 57.4% were diagnosed with Meniere's disease, followed by vestibular neuritis (17.4%), labyrinthitis (16.7%), or ear surgery (8.5%). In the overall population, 91.1% of patients showed improvement in clinical response per SVVSLCRE grading at Day 6 (p < 0.0001 vs. non-responders). Nystagmus grading was improved in 99.7% (of patients. No adverse drug reactions events were reported. Tolerability of prochlorperazine was rated as good, very good, and excellent by 43.6%, 32.9% and 20.7% of patients, respectively. Among patients with postoperative vertigo, 80.1% showed improvement in clinical response. In the intramuscular and oral subsets, 85.5% and 92.1% of patients showed improved clinical response, respectively.</p><p><strong>Conclusion: </strong>Prochlorperazine showed improvement in severity of symptoms and clinical response in all subsets of vertigo patients, with a good safety and tolerability profile.</p><p><strong>Trial registration number: </strong>CTRI/2022/01/039287.</p><p><strong>Date of registration: </strong>10 January 2022.</p>","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"55 1","pages":"3152-3160"},"PeriodicalIF":0.6,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10646058/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80688632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/00043125.2023.2224693
Yiwen Wei, Kori L. Mosley
Click to increase image sizeClick to decrease image size AcknowledgmentThank you to the four cooperating art teachers and nine participating practicum students for their dedication to this project. We also want to thank the three anonymous reviewers, whose insights have significantly improved the manuscript.Notes1 Title I schools receive additional funding to support “high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards” (U.S. Department of Education, Citation2018, para. 1).2 The demographic data of the four schools were verified and retrieved on January 5, 2022, from the School Quality Profiles of Virginia Department of Education (https://schoolquality.virginia.gov).Additional informationFundingVCU REAL Challenge Grant supported this project in the fall 2021 semester.Notes on contributorsYiwen WeiYiwen Wei, Assistant Professor, Department of Art Education, Virginia Commonwealth University in Richmond. Email: weiy2@vcu.eduKori L. MosleyKori L. Mosley, Adjunct Faculty and University-Based Teacher Educator, Department of Art Education, Virginia Commonwealth University in Richmond. Email: klmosley@vcu.edu
感谢四位合作的美术老师和九位参与实习的学生对这个项目的付出。我们还要感谢三位匿名审稿人，他们的真知灼见极大地改进了本文。注1《第一修正案》学校获得额外资金，以支持“大量或高比例来自低收入家庭的儿童，以帮助确保所有儿童达到具有挑战性的州学业标准”(美国教育部，Citation2018，第7段)。1)。2这四所学校的人口统计数据于2022年1月5日从弗吉尼亚州教育部的学校质量概况(https://schoolquality.virginia.gov).Additional informationFundingVCU REAL Challenge Grant在2021年秋季学期支持了该项目。魏奕文，美国里士满弗吉尼亚联邦大学艺术教育系助理教授。邮箱:weiy2@vcu.eduKori L. MosleyKori L. Mosley，里士满弗吉尼亚联邦大学艺术教育系兼职教员和大学教师教育家。电子邮件:klmosley@vcu.edu
{"title":"Cultivating Children’s Resilience: A Preservice Art Teacher Training Project","authors":"Yiwen Wei, Kori L. Mosley","doi":"10.1080/00043125.2023.2224693","DOIUrl":"https://doi.org/10.1080/00043125.2023.2224693","url":null,"abstract":"Click to increase image sizeClick to decrease image size AcknowledgmentThank you to the four cooperating art teachers and nine participating practicum students for their dedication to this project. We also want to thank the three anonymous reviewers, whose insights have significantly improved the manuscript.Notes1 Title I schools receive additional funding to support “high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards” (U.S. Department of Education, Citation2018, para. 1).2 The demographic data of the four schools were verified and retrieved on January 5, 2022, from the School Quality Profiles of Virginia Department of Education (https://schoolquality.virginia.gov).Additional informationFundingVCU REAL Challenge Grant supported this project in the fall 2021 semester.Notes on contributorsYiwen WeiYiwen Wei, Assistant Professor, Department of Art Education, Virginia Commonwealth University in Richmond. Email: weiy2@vcu.eduKori L. MosleyKori L. Mosley, Adjunct Faculty and University-Based Teacher Educator, Department of Art Education, Virginia Commonwealth University in Richmond. Email: klmosley@vcu.edu","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/00043125.2023.2227543
David M. Donahue, Jordán Sandoval
Click to increase image sizeClick to decrease image size Notes1 Crazy is a word with negative connotations that stigmatizes mental illness and marginalizes the people who experience it. In this article, we quote this word and use it judiciously to unpack the stereotypes and biases it reveals about contemporary art.Additional informationNotes on contributorsDavid M. DonahueDavid M. Donahue, Professor, School of Education, University of San Francisco in San Francisco, California. Email: ddonahue@usfca.eduJordán SandovalJordán Sandoval, Assistant Director of Student Services, Art and Art History Department, Stanford University in Stanford, California. Email: jsandova@stanford.edu
疯狂是一个带有负面含义的词，它给精神疾病蒙上了污名，并使患有这种疾病的人边缘化。在这篇文章中，我们引用这个词，并明智地使用它来解开它所揭示的对当代艺术的刻板印象和偏见。作者简介:david M. Donahue，加州旧金山市旧金山大学教育学院教授。电邮:ddonahue@usfca.eduJordán SandovalJordán Sandoval，加州斯坦福大学艺术与艺术史系学生服务助理主任。电子邮件:jsandova@stanford.edu
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Pub Date : 2023-09-03DOI: 10.1080/00043125.2023.2261829
Ami Kantawala
For educators, a framework serves as a conceptual guide that outlines how and why learning should occur. It includes the strategies and methods we can use. Why do certain teaching methods excel in specifi c contexts? Why do students succeed with one framework and falter with another? Th ese questions defi ne the essence of pedagogical frameworks and assist educators in navigating the intricacies of teaching and learning. Historically, education focused on memorization and repetition with teachers as the primary knowledge bearers. As our understanding of learning deepened, pedagogical models have evolved. Th e 20th century, championed by progressive educators like John Dewey, Rudolph Steiner, and Maria Montessori—to name a few—transitioned toward hands-on, real-world educational approaches that emphasized holistic education and child-centered learning. However, by the 1950s, the movement declined, partly due to its associations with communism. Th e 1970s saw a resurgence of these ideas, inspired by Paulo Friere and others. By the 1980s, while innovations like David Kolb’s adaptation of experiential learning were emerging, they were still anchored in the foundational ideas of progressive education (Kolb & Kolb, 2005). In the 21st century, the landscape has shift ed. From constructivist to inquiry-based models, we now have a plethora of pedagogical frameworks. Th e introduction of digital technology has also reshaped the scene, bringing forth systems like online learning and blended classrooms, which combine both traditional and emergent techniques. Th is editorial highlights some pivotal educational frameworks discussed by authors in this issue, including culturally relevant pedagogy (CRP), participatory action research (PAR), social–emotional learning (SEL), and technological pedagogical content knowledge (TPACK), which infuses technology into pedagogical practices. I invite you to dive deeper into these frameworks, using them as a foundation to refl ect upon and build a more refl exive practice.
{"title":"Confluence of Pedagogical Frameworks: Crafting a Blueprint for Inspired Learning","authors":"Ami Kantawala","doi":"10.1080/00043125.2023.2261829","DOIUrl":"https://doi.org/10.1080/00043125.2023.2261829","url":null,"abstract":"For educators, a framework serves as a conceptual guide that outlines how and why learning should occur. It includes the strategies and methods we can use. Why do certain teaching methods excel in specifi c contexts? Why do students succeed with one framework and falter with another? Th ese questions defi ne the essence of pedagogical frameworks and assist educators in navigating the intricacies of teaching and learning. Historically, education focused on memorization and repetition with teachers as the primary knowledge bearers. As our understanding of learning deepened, pedagogical models have evolved. Th e 20th century, championed by progressive educators like John Dewey, Rudolph Steiner, and Maria Montessori—to name a few—transitioned toward hands-on, real-world educational approaches that emphasized holistic education and child-centered learning. However, by the 1950s, the movement declined, partly due to its associations with communism. Th e 1970s saw a resurgence of these ideas, inspired by Paulo Friere and others. By the 1980s, while innovations like David Kolb’s adaptation of experiential learning were emerging, they were still anchored in the foundational ideas of progressive education (Kolb & Kolb, 2005). In the 21st century, the landscape has shift ed. From constructivist to inquiry-based models, we now have a plethora of pedagogical frameworks. Th e introduction of digital technology has also reshaped the scene, bringing forth systems like online learning and blended classrooms, which combine both traditional and emergent techniques. Th is editorial highlights some pivotal educational frameworks discussed by authors in this issue, including culturally relevant pedagogy (CRP), participatory action research (PAR), social–emotional learning (SEL), and technological pedagogical content knowledge (TPACK), which infuses technology into pedagogical practices. I invite you to dive deeper into these frameworks, using them as a foundation to refl ect upon and build a more refl exive practice.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/00043125.2023.2227531
Cheung-On Tam
Click to increase image sizeClick to decrease image size Notes1 The entire exhibition is available at the following link: https://artspaces.kunstmatrix.com/en/exhibition/7951515/the-moment-with-my-pet.Additional informationFundingThe Research Grants Council supported this work under the General Research Fund [18611320], Hong Kong SAR.Notes on contributorsCheung-On TamCheung-On Tam, Department of Cultural and Creative Arts, The Education University of Hong Kong, Tai Po, New Territories. Email: cotam@eduhk.hk
{"title":"Learning and Teaching Visual Arts Through Virtual Exhibitions: A Teacher–Curator Pedagogy","authors":"Cheung-On Tam","doi":"10.1080/00043125.2023.2227531","DOIUrl":"https://doi.org/10.1080/00043125.2023.2227531","url":null,"abstract":"Click to increase image sizeClick to decrease image size Notes1 The entire exhibition is available at the following link: https://artspaces.kunstmatrix.com/en/exhibition/7951515/the-moment-with-my-pet.Additional informationFundingThe Research Grants Council supported this work under the General Research Fund [18611320], Hong Kong SAR.Notes on contributorsCheung-On TamCheung-On Tam, Department of Cultural and Creative Arts, The Education University of Hong Kong, Tai Po, New Territories. Email: cotam@eduhk.hk","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/00043125.2023.2230392
Christina D. Chin
challenge White privileging (see Chin, 2015); I encourage readers to seek out this model and to embark on such paths of self-reflection as well. As an instructor of preservice art educators, I engage my students in critical self-reflection on their biases, and strongly encourage our student teachers to embrace values/ beliefs and corresponding behaviors that evidence beliefs in equity, justice, and empowerment. When I demonstrate teacher– student interactions (to be detailed shortly) as practices for my undergraduate students, I explain why we do them in terms of promoting equity, and how these actions reflect our beliefs in equity. I find that students, future art educators, are more likely to adopt these behaviors as habits when they understand why they are doing them, as they want to promote equity. My hope is that readers, both preservice and in-service art educators, will be motivated in the same way. In what follows are examples of how our equity values are exhibited by what we do—how we interact with our students. Our actions show our beliefs. First, we look at some of the key beliefs underlying our actions, as related to equity.
注1 CRT强调将BIPOC学生的背景、经验和理解作为资产来使用，以便更有效地教授他们。关于CRP的更完整描述，请参见Gay (Citation2015)。CRP的核心是对学生学业成功的教育，对自己和他人文化的理解，以及批判观点和挑战社会不公正的能力的发展。参见Ladson-Billings (Citation1995)对crp的更详细描述。SMArt是一所社区外展艺术学校，在那里，职前艺术教育学生教师向地区青年教授艺术假名。christina D. Chin，卡拉马祖西密歇根大学Frostic艺术学院艺术教育教授。电子邮件:christina.chin@wmich.edu
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