Sarah E. Rose

Bio: Sarah E. Rose is an academic researcher from Staffordshire University. The author has contributed to research in topics: Visual arts education & National curriculum. The author has an hindex of 6, co-authored 13 publications receiving 169 citations.

A Review of Children's, Teachers' and Parents' Influences on Children's Drawing Experience

Abstract: In this article we argue that research into children's drawings should consider the context in which drawing occurs and that it is crucial to investigate the attitudes and practices of teachers, parents and children themselves that shape children's drawing experience and the drawings which they produce. We review the findings of seven empirical studies reporting data collected through direct observations, interviews and questionnaires from the three main players (teachers, parents and children) on the attitudes and practices shaping children's drawing. Issues covered include teachers' perceptions of the purposes and importance of drawing, support offered by teachers, parents and children for children's drawing endeavours, and possible factors that may lead to an age-related decline in the amount of drawing children choose to do. We end the review by reporting some preliminary findings from our own large-scale interview and survey study of 270 5-14 year old children, their parents and teachers, that provides a comprehensive assessment of attitudes and practices influencing children's drawing experience at home and at school. The findings provide further insight into the aforementioned issues, particularly children's, teachers' and parent's explanations of why children's drawing behaviour might decline with age. It is hoped that by reporting these preliminary findings some additional understanding of the context in which children produce their drawings can be gained and new areas for debate opened up.

The attitudes and practices that shape children's drawing experience at home and at school

Abstract: Concept: Few empirical studies have investigated the influence of teachers, parents and children on children's drawing experience. The current study aims to examine the attitudes and practices of these three key players that shape children's drawing experience. Method: A survey methodology was used, as typically found in previous research in this area. Participants were 270 5–14 year old children, 44 of their teachers of the National Curriculum for Art and Design, and 146 of their parents. The teachers and children participated in individual interviews and the parents completed a postal survey. Responses to most interview questions were transcribed and content analysis used to identify salient themes. The other questions involved responses on five-point scales, these were analysed by reporting percentages. Results: The findings are discussed in five sections. First, the positive perceptions of children's drawing behaviour and attitudes. Second, the perceived importance and principal aims of the National Curriculum for Art and Design Education. Third, the numerous sources of encouragement and support for drawing development. Fourth, the differing perceptions of what constitutes a good and bad drawing. Fifth, issues surrounding an age-related decline in children's drawing activity. Conclusions: The findings are related to theories of drawing education, and implications for children's drawings and drawing pedagogy are discussed.

An investigation of the expressive and representational drawing development in National Curriculum, Steiner and Montessori schools

Abstract: Little is known about how children's drawing ability may vary between different educational approaches. This study investigated the expressive and representational drawing ability of British National Curriculum, Steiner, and Montessori pupils aged 5 to 9 years old. Ability was measured from performance on specified drawing tasks. One hundred and 35 children participated, 45 from each educational establishment consisting of 15 from each of the three age groups, 5-, 7- and 9-year-olds. Participants completed three expressive drawings (depicting a happy, sad, and angry mood) and three representational drawings (observational drawing of a wooden mannequin, a house from memory and a free drawing). Results indicated that for expressive drawings Steiner pupils generally depicted more content themes, used formal properties more expressively, and produced higher quality expressive drawings than Montessori and National Curriculum pupils. Where there were differences between National Curriculum and Montessori pupils the Montessori children tended to do better than the National Curriculum pupils on these measures. Although representational drawing development varied in younger Steiner pupils compared to their National Curriculum and Montessori peers, no differences were observed among the oldest children attending the three schools. The positive relationship between expressive and representational drawing performance was the strongest in Steiner pupils. The results suggest the art program in Steiner education is more conducive to nurturing expressive drawing ability than those delivered in Montessori and National Curriculum education, with seemingly no disadvantage in representational drawing ability in the primary school years.

Identifying predictors of students’ perception of and engagement with assessment feedback:

Abstract: Higher education students’ perception of and level of engagement with the feedback they receive has gained increasing attention in the literature to identify areas which require educators’ attention. However, predictors of students' perception and engagement have yet to be identified. To address this, a survey measuring students’ views and practices regarding feedback was completed. Characteristics of the individual student (gender, age and whether English is their first language) the learning environment (student living on or off campus) and course related variables (year of study of the course and whether the second subject was the same or a different discipline) were analysed to assess whether these variables predict students’ perception and engagement with feedback. Multivariate analysis established that the only significant predictor variable was year of study of the course thus identifying a key predictor whilst ruling out numerous potential predictors. As the only significant predictor of students' relationship with feedback was their year of study, further analyses were conducted to establish which specific areas of perception of and engagement with feedback change as a function of this.

Young children’s interpretation of dog’s emotions and their intentions to approach happy, angry and frightened dogs

Abstract: The current study aimed to investigate the extent to which young children’s risk of being bitten by a dog might be explained by a lack of ability to accurately recognize dog’s emotions and a lack of knowledge about how to behave appropriately around dogs showing different emotions. One hundred and seventeen children aged 4 to 7 years were shown fifteen images and fifteen video clips of happy, angry and frightened dogs. After each image or clip a series of questions were asked to assess children’s accuracy and confidence in recognizing the dog’s emotional state and their inclination to approach the dog. Results indicated that children were least accurate when presented with frightened dogs with only just over half of 4- to 5- year olds accurately recognizing frightened dogs. Children were inclined to approach frightened and happy dogs, but not angry dogs, and this was true regardless of whether they had correctly identified the emotion or not. Therefore, the results suggest that although some children struggle to recognize when a dog is frightened, the more concerning issue is children’s lack of understanding of how to behave appropriately around dogs, especially regarding approaching frightened dogs. Therefore, learning how to behave appropriately around dogs should be key in any dog bite prevention programs aimed at young children.

The Schools We Deserve@@@A Place Called School: Prospects for the Future

Abstract: This is an account of the largest on-the-scene study of U.S. schools ever undertaken. Called A Study of Schooling' and carried on over 4 years, trained investigators went into more than 1,000 classrooms in 38 elementary and secondary schools in seven different sections of the United States. These schools were located in urban, rural, and suburban areas. The investigators talked to teachers, students, administrators, school board officials, parents, and other members of the community. The result is this landmark report, written by one of the country's most astute and experienced educators. His message is one of cautious optimism, despite the extensive problems uncovered, and he provides a realistic agenda for improvement. This report will be a rich and stimulating resource for all those concerned with the education of our youth.

Children's Drawings as Measures of Intellectual Maturity

Abstract: (1964). Children's Drawings as Measures of Intellectual Maturity. Studies in Art Education: Vol. 6, No. 1, pp. 49-51.

Mathematics Anxiety: What Have We Learned in 60 Years?

Abstract: The construct of mathematics anxiety has been an important topic of study at least since the concept of 'number anxiety' was introduced by Dreger & Aiken (1957), and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned.

Making Meaning: Children's Perspectives Expressed through Drawings.

Abstract: The importance of listening to children’s perspectives has been emphasised in a wide range of recent research, using a variety of strategies. This paper explores the use of drawing as a strategy to engage with young children around the topic of starting school. It describes the approaches we have used, examines the benefits and challenges we have encountered and discusses implications of using drawings as a strategy for engaging with young children (aged 4–6 years) in research.