東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Fidelity of Implementation of Arts I...

Sanders, Barbara A.

FindBook

Google Book

Amazon

博客來

Fidelity of Implementation of Arts Integration in Middle School English Language Arts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Fidelity of Implementation of Arts Integration in Middle School English Language Arts./
作者:	Sanders, Barbara A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	231 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Instructional design. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28030396
ISBN:	9798662494459

Fidelity of Implementation of Arts Integration in Middle School English Language Arts.
Sanders, Barbara A.

Fidelity of Implementation of Arts Integration in Middle School English Language Arts. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 231 p.

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

Thesis (Ed.D.)--Walden University, 2020.

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

An urban middle school in the southern U.S. introduced an arts integration (AI) program, however, student achievement in the English language arts (ELA) has not improved. Therefore, the problem to be investigated through this study is that it has not been determined if AI was implemented into ELA classrooms with fidelity. The purpose of this study was to examine teachers' and administrators' perceptions of the fidelity of implementation (FOI) of the AI program in the ELA classrooms, as well as school documents and artifacts, to determine whether the delivery of instruction replicated the original instructional design. Guided by Rogers's FOI framework, research questions addressed ELA teachers' and administrators' perceptions of the FOI of the AI program in ELA classrooms, and how the AI program in ELA classrooms as related to the original intended design, was reflected in documents and artifacts at the school site. This qualitative case study, grounded in Roger's FOI framework, included interviews with a purposeful sample of 8 ELA teachers and 2 administrators. Teacher lesson plans, professional development plans, the school improvement plans, meeting agendas, school documents related to AI, and classroom artifacts were also reviewed and triangulated. Data were coded and analyzed using inductive analysis. Findings indicated a lack of FOI and the need for professional development on AI for teachers and administrators. A 3-day PD project was developed for teachers and administrators. The findings from this study will strengthen the fidelity and quality of AI instruction in ELA classrooms leading to positive social change thereby strengthening student learning and achievement through the AI program.

ISBN: 9798662494459Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Administrator perceptions

Fidelity of Implementation of Arts Integration in Middle School English Language Arts.
LDR:02920nmm a2200373 4500 001 2277095
005 20210601063839.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798662494459
035 $a (MiAaPQ)AAI28030396
035 $a AAI28030396
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sanders, Barbara A. $3 3555401
245 1 0 $a Fidelity of Implementation of Arts Integration in Middle School English Language Arts.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 231 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: White, Cathryn;Weintraub, David.
502 $a Thesis (Ed.D.)--Walden University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a An urban middle school in the southern U.S. introduced an arts integration (AI) program, however, student achievement in the English language arts (ELA) has not improved. Therefore, the problem to be investigated through this study is that it has not been determined if AI was implemented into ELA classrooms with fidelity. The purpose of this study was to examine teachers' and administrators' perceptions of the fidelity of implementation (FOI) of the AI program in the ELA classrooms, as well as school documents and artifacts, to determine whether the delivery of instruction replicated the original instructional design. Guided by Rogers's FOI framework, research questions addressed ELA teachers' and administrators' perceptions of the FOI of the AI program in ELA classrooms, and how the AI program in ELA classrooms as related to the original intended design, was reflected in documents and artifacts at the school site. This qualitative case study, grounded in Roger's FOI framework, included interviews with a purposeful sample of 8 ELA teachers and 2 administrators. Teacher lesson plans, professional development plans, the school improvement plans, meeting agendas, school documents related to AI, and classroom artifacts were also reviewed and triangulated. Data were coded and analyzed using inductive analysis. Findings indicated a lack of FOI and the need for professional development on AI for teachers and administrators. A 3-day PD project was developed for teachers and administrators. The findings from this study will strengthen the fidelity and quality of AI instruction in ELA classrooms leading to positive social change thereby strengthening student learning and achievement through the AI program.
590 $a School code: 0543.
650 4 $a Instructional design. $3 3172279
650 4 $a Middle school education. $3 969762
650 4 $a Language arts. $3 532624
653 $a Administrator perceptions
653 $a Arts integration
653 $a ELA
653 $a Fidelity of Implementation
653 $a Teacher perceptions
690 $a 0447
690 $a 0450
690 $a 0279
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 82-02A.
790 $a 0543
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28030396