Volume 6, Issue 4 (Vol 6, No 4 (22)- In Press 2026)
2026, 6(4): 688-701 |
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Ethics code: A-10-418-1
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Rohani N, Ashouri M T. (2026). Model of Choice Theory in Designing an Educational Model From the Perspective of Artistic Experience. Journal of Childhood Health and Education. 6(4), 688-701. doi:10.32598/JECHE.6.4.418.1
URL: http://jeche.ir/article-1-374-en.html
URL: http://jeche.ir/article-1-374-en.html
Model of Choice Theory in Designing an Educational Model From the Perspective of Artistic Experience
1- Department of Art Studies, Faculty of Theoretical Sciences and Advanced Studies of Art, University of art, Tehran, Iran.
Abstract: (159 Views)
Background and Aim The present study was conducted to design an artistic–educational model based on William Glasser’s choice theory and the use of artistic activities to enhance educational quality and foster autonomy, creativity, and motivation among elementary students.
Research Methods This qualitative research employing an instrumental case study approach was conducted in an elementary school. The research population included teachers and students from first to third grades, and participants were selected through purposive sampling based on indices, such as experience in art class and willingness to participate. Data were collected through semi-structured interviews with 3 teachers and 15 students, participatory observation, and analysis of produced artwork. The validity of the instruments was confirmed by experts’ opinions and their reliability was confirmed by agreement between the evaluators. Data analysis was conducted based on systematic coding.
Results Data analysis revealed three main themes and 23 subthemes: (1) the impact and goals of classroom management strategies, (2) teachers’ awareness of student behavior and needs, and (3) teachers’ perceptions of the characteristics of effective teachers. The art experience creates a creative and interactive environment in which students are encouraged to be active and self-directed learners.
Conclusion The proposed model, by emphasizing autonomous learning and conscious choices, changes the teacher’s role from a knowledge transmitter to a learning facilitator. By linking artistic experience with educational processes, it helps develop students’ self-awareness, responsibility, and social skills, and can be used as an effective approach to improving elementary education.
Research Methods This qualitative research employing an instrumental case study approach was conducted in an elementary school. The research population included teachers and students from first to third grades, and participants were selected through purposive sampling based on indices, such as experience in art class and willingness to participate. Data were collected through semi-structured interviews with 3 teachers and 15 students, participatory observation, and analysis of produced artwork. The validity of the instruments was confirmed by experts’ opinions and their reliability was confirmed by agreement between the evaluators. Data analysis was conducted based on systematic coding.
Results Data analysis revealed three main themes and 23 subthemes: (1) the impact and goals of classroom management strategies, (2) teachers’ awareness of student behavior and needs, and (3) teachers’ perceptions of the characteristics of effective teachers. The art experience creates a creative and interactive environment in which students are encouraged to be active and self-directed learners.
Conclusion The proposed model, by emphasizing autonomous learning and conscious choices, changes the teacher’s role from a knowledge transmitter to a learning facilitator. By linking artistic experience with educational processes, it helps develop students’ self-awareness, responsibility, and social skills, and can be used as an effective approach to improving elementary education.
Type of Study: Research |
Subject:
Special
Received: 2025/09/25 | Accepted: 2026/01/3 | Published: 2026/01/3
Received: 2025/09/25 | Accepted: 2026/01/3 | Published: 2026/01/3
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