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Teacher Evaluation in Arts Integrati...

Lazarus, Julian E.

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Teacher Evaluation in Arts Integration Environments.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Evaluation in Arts Integration Environments./
Author:	Lazarus, Julian E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	259 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Educational evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27996988
ISBN:	9798662568525

Teacher Evaluation in Arts Integration Environments.
Lazarus, Julian E.

Teacher Evaluation in Arts Integration Environments. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 259 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Frostburg State University, 2020.

This item must not be sold to any third party vendors.

The purpose of this dissertation study is to explore the use of an evaluation system used by supervisors for teachers using an arts integrated approach in the classroom. Using multisite case study methodology, semi-structured interviews were conducted and analyzed. Data focused on the shared experience and perceptions of teacher evaluation collected during the 2019-2020 school year in Maryland public schools K-5. Data was transcribed and coded for emerging themes. A multi-step coding process of open and axial coding was used. The use of QSR NVivo qualitative research software was employed to organize data. Member checking and query applications found in the QSR NVivo software were used to ensure trustworthiness of the data. The sample consisted of selected teachers and principals with first-hand experience of teacher evaluation in an arts integrated classroom. Data was collected from multiple sites as well as from multiple people from each site to ensure environmental triangulation, reliability, and validity of the study. The independent variable of the study was the perceived benefit or usefulness of the Charlotte Danielson Framework for Teaching (FFT) for teachers and students in this environment.The study found 4 emerging themes: 1. A lack of a planning and evaluation tool for arts integration lessons, 2. Teachers' needs for arts integration support, 3. Factors evaluators face, and 4. Benefits of arts integration. The most significant finding is that teachers are avoiding the use of arts integration lessons during their formal evaluations as there is a lack of arts integration specific planning and evaluation tools found in the Charlotte Danielson Framework for Teaching model.

ISBN: 9798662568525Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Arts integration

Teacher Evaluation in Arts Integration Environments.
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300 $a 259 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Stoothoff, John L.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this dissertation study is to explore the use of an evaluation system used by supervisors for teachers using an arts integrated approach in the classroom. Using multisite case study methodology, semi-structured interviews were conducted and analyzed. Data focused on the shared experience and perceptions of teacher evaluation collected during the 2019-2020 school year in Maryland public schools K-5. Data was transcribed and coded for emerging themes. A multi-step coding process of open and axial coding was used. The use of QSR NVivo qualitative research software was employed to organize data. Member checking and query applications found in the QSR NVivo software were used to ensure trustworthiness of the data. The sample consisted of selected teachers and principals with first-hand experience of teacher evaluation in an arts integrated classroom. Data was collected from multiple sites as well as from multiple people from each site to ensure environmental triangulation, reliability, and validity of the study. The independent variable of the study was the perceived benefit or usefulness of the Charlotte Danielson Framework for Teaching (FFT) for teachers and students in this environment.The study found 4 emerging themes: 1. A lack of a planning and evaluation tool for arts integration lessons, 2. Teachers' needs for arts integration support, 3. Factors evaluators face, and 4. Benefits of arts integration. The most significant finding is that teachers are avoiding the use of arts integration lessons during their formal evaluations as there is a lack of arts integration specific planning and evaluation tools found in the Charlotte Danielson Framework for Teaching model.
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