艺术是为了谁? 艺术课程和数学成绩在美国高中
Daniel Mackin Freeman1, Dara Shifrer1
1Portland State University, Portland, OR, USA.
概括
高中音乐课程与较高的数学成绩相关,但这种学术好处主要观察到来自更高社会经济地位 (SES) 学校的学生. 这表明艺术教育可能会扩大现有的成就差距.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 数学成绩对于高中教育成绩至关重要.
- 在服务于低社会经济地位 (SES) 青年的学校,艺术课程往往被减少.
- 艺术课程可能会对教育成果产生积极影响.
研究的目的:
- 为了研究美术课程积累和高中数学考试成绩之间的关系.
- 确定学校SES是否适度了艺术课程和数学成绩之间的关联.
主要方法:
- 利用了2009年高中长度研究中20,590名青少年的数据.
- 分析了所参加的美术课程数量和类型与数学考试成绩之间的相关性.
- 研究了学校社会经济地位 (SES) 对这种关系的影响.
主要成果:
- 高级SES学校的学生参加了更多的艺术课程.
- 音乐课程的招生与较高的数学考试成绩有关.
- 音乐课程和数学成绩之间的这种积极关联仅在高SES学校具有显著意义.
结论:
- 艺术教育,特别是音乐,可以提高数学表现.
- 在数学成绩方面,艺术课程的好处似乎集中在社会经济上有利的学校的学生中.
- 研究结果表明,艺术教育可能会加剧现有的教育差距.
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