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Narrative Inquiry into the Barriers to and Facilitators of Teacher Implementation and Sustainability of Arts Integration in an Urban Public School District.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Narrative Inquiry into the Barriers to and Facilitators of Teacher Implementation and Sustainability of Arts Integration in an Urban Public School District./
作者:	McClendon, Cheryl.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	193 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13856940
ISBN:	9781392049518

Narrative Inquiry into the Barriers to and Facilitators of Teacher Implementation and Sustainability of Arts Integration in an Urban Public School District.
McClendon, Cheryl.

Narrative Inquiry into the Barriers to and Facilitators of Teacher Implementation and Sustainability of Arts Integration in an Urban Public School District. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 193 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Seton Hall University, 2019.

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

To improve the overall quality of education within under-performing schools across the United States and, in particular, to improve outcomes for diverse learners, it is imperative to find ways to increase the adoption of evidence-based practices. This study aims to illuminate the barriers and facilitators that confront teachers in the sustained implementation of arts integration using a scientifically research-based Constructivist methodology. Arts Integration (AI) has been proven to increase students' literacy, mathematics, and critical thinking skills. For decades, the U.S. Department of Education has funded research studies revealing the efficacy of arts integration. Data, however, indicate a lack of sustained implementation of arts integration, most notably in schools where interventions targeting student literacy development are sorely needed. As observed in many schools hosting government-funded arts integration programs, AI curricula and strategies are often not sustained beyond the exit of the teaching artists and the depletion of grant-based funding. This qualitative study utilizes an educational ecosystem as the theoretical framework. The levels of the ecosystem are the microsystem (the individual teacher), the mesosystem (school culture), the exosystem (accountability structures), and the macrosystem (American public schools). The study, designed as a narrative inquiry, draws narrative accounts from participating teachers and teaching artists through semi- structured interviews. Interview questions elicit data to address the five research questions: 1. How do teachers describe how personal values, dispositions, idiosyncratic understandings, and experiences influence their ability to adopt arts integration as a routine pedagogical practice? 2. How do teachers describe how school culture influences their ability to adopt arts integration as a routine pedagogical practice? 3. How do teachers describe how accountability and support structures influence their ability to adopt arts integration as a routine pedagogical practice? 4. How does the difference between teachers' described experiences and teaching artists' described experiences help us to understand the barriers and facilitators to the teacher implementation and sustainability of arts integration? 5. What factors influence change in the pedagogical practice of teachers in urban public schools? Qualitative data analysis revealed the following salient findings: • Only one participating teacher had pre-service exposure to arts integration. • All teachers who participated in the study implement arts integration on a superficial Service Connection level. • Professional development support for participating teachers was provided through weekly visits from Educational Arts Team of teaching artists during the number of weeks allotted through the grant. • Student-to-teacher and teacher-to-student interaction were facilitative and positive. • None of the participating teachers planned standards-based arts-integrated lessons. • Teachers conveyed that the level of arts integration implementation within any school was contingent upon principal buy-in, which was sporadic across schools. No teacher's practice exhibited a consistent implementation of arts integration. Teachers accounts revealed widely varying levels of strategy adoption and usage with a greater percentage of teachers exhibiting low-level, superficial implementation. Barriers to implementation existed at all levels of the ecosystem. The highest percentage of barriers existed at the exosystem comprising school and district accountability structures. The highest percentage of facilitative elements reflected the microsystem, indicating that individual teachers expressed interest and satisfaction with the program and valued the collaboration. Generalizations and conclusions drawn from this research study were as follows: School and district buy-in is essential to the sustainability of arts integration. Competing curricular priorities and mandates indicate incoherence. Scheduling must facilitate planning, collaboration, professional development, implementation and reflection. Collective and individual values and mission must align with the underlying ideology and methodology of the program.

ISBN: 9781392049518Subjects--Topical Terms:

547650
Art education.

Narrative Inquiry into the Barriers to and Facilitators of Teacher Implementation and Sustainability of Arts Integration in an Urban Public School District.
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