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Teacher change as an outcome of inte...

Hill, Pamela Kathleen.

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Teacher change as an outcome of integrating arts in an urban school.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teacher change as an outcome of integrating arts in an urban school./
作者:	Hill, Pamela Kathleen.
面頁冊數:	363 p.
附註:	Major Professor: Philip Tate.
Contained By:	Dissertation Abstracts International59-11A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9911903
ISBN:	0599101415

Teacher change as an outcome of integrating arts in an urban school.
Hill, Pamela Kathleen.

Teacher change as an outcome of integrating arts in an urban school. - 363 p.

Major Professor: Philip Tate.

Thesis (Ed.D.)--Boston University, 1999.

The purpose of this study was to investigate how teachers develop, adhere to, and change attitudes and beliefs while participating in a professional development program in arts integration. The study was designed to: (1) identify subjects' attitudes and beliefs throughout a professional development program in arts integration; (2) classify attitudes and beliefs according to a dimensional framework; (3) identify patterns of attitude and belief change; (4) identify correlations between subjects' attitude and belief change and contextual factors, which included professional development experiences, district actions, and interactions with school-level administration; and (5) draw conclusions concerning motivators and barriers to attitude and belief change. The sample for this study consisted of four urban middle school teachers, representing the fields of social studies, science, mathematics, and administration.

ISBN: 0599101415Subjects--Topical Terms:

1018432
Education, Art.

Teacher change as an outcome of integrating arts in an urban school.
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245 1 0 $a Teacher change as an outcome of integrating arts in an urban school.
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500 $a Major Professor: Philip Tate.
500 $a Source: Dissertation Abstracts International, Volume: 59-11, Section: A, page: 4044.
502 $a Thesis (Ed.D.)--Boston University, 1999.
520 $a The purpose of this study was to investigate how teachers develop, adhere to, and change attitudes and beliefs while participating in a professional development program in arts integration. The study was designed to: (1) identify subjects' attitudes and beliefs throughout a professional development program in arts integration; (2) classify attitudes and beliefs according to a dimensional framework; (3) identify patterns of attitude and belief change; (4) identify correlations between subjects' attitude and belief change and contextual factors, which included professional development experiences, district actions, and interactions with school-level administration; and (5) draw conclusions concerning motivators and barriers to attitude and belief change. The sample for this study consisted of four urban middle school teachers, representing the fields of social studies, science, mathematics, and administration.
520 $a Data were gathered using qualitative methods. Subjects' self-reported attitudes and beliefs were identified through interviews, observation of behavior in the field, written materials, and third-party reporting. Data were gathered across three phases: prior to beginning a professional development program in arts integration, during year one of implementation, and following year two.
520 $a A five-dimensional framework was developed by synthesizing the stage theories of Harvey (1967), Kohlberg (1984), Loevinger (1976), and Perry (1970). Characteristics of these dimensions were used to classify subjects' attitudes and beliefs for each phase. Case studies were developed to determine each subject's degree of attitude and belief change in the categories of curriculum and teaching and the teaching profession. Case analyses linked their attitude and belief changes to contextual factors.
520 $a Subject's attitude and belief change was minimal and idiosyncratic, and took place in incremental stages. Subjects changed attitudes and beliefs concerning curriculum and teaching to greater degrees than they changed attitudes and beliefs concerning the teaching profession. Subjects needed frequent professional development, support, feedback, and technical assistance during the change process. Support needed to be tailored to match the dominant dimension of each subject's attitudes and beliefs and had to be altered as attitudes and beliefs changed. Centrally held attitudes and beliefs continued to exert influence across phases. There was a relationship among attitude and belief changes and contextual factors.
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