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High School Principal's Impact on Ar...

Wilson, Antoinette.

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High School Principal's Impact on Arts Integration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	High School Principal's Impact on Arts Integration./
Author:	Wilson, Antoinette.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	132 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13882364
ISBN:	9781085602235

High School Principal's Impact on Arts Integration.
Wilson, Antoinette.

High School Principal's Impact on Arts Integration. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 132 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ed.D.)--Sage Graduate School, 2019.

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

Specialized high school of the arts, CTE and STEAM have been created in the New York City Department of Education. Arts high schools, including CTE and STEAM schools, teach arts education in the various disciplines of music, dance, theater, fine and technical art. Very often the arts are taught in isolation and the arts are not embedded in and throughout the high school curriculum. Dufour & Marzano (2011) said that an implemented curriculum can only be guaranteed when teachers are given the ability and freedom to implement the curriculum.The only way the curriculum in a school can truly be guaranteed is if the teachers themselves who are called upon to deliver the curriculum, have worked collaboratively to do the following:(1) Study the intended curriculum. (2) Agree on priorities within the curriculum. (3) Clarify how the curriculum translates into student knowledge and skills. (4) Establish general pacing guidelines for delivering the curriculum. (5) Commit to one another that they will, in fact, teach the agreed-upon curriculum. (Dufour & Marzano, 2011)The purpose of this study was to investigate system leadership in relation to instructional leadership including inspiring and cultivating student creativity and engagement. This study involved reviewing literature and research on the topic and by interviewing New York City Department of Education high school principals and a superintendent, on the topic of the principal's impact on arts-infused education that cultivates student creativity and engagement. The results of this research is that school leaders, perceive that they impact the infusion of arts in the academic subjects in their arts-themed high schools. This research is adding to the existing body of work related to arts-infused high schools and how the leaders perceive their impact on promoting student engagement and fostering student creativity.Key words: arts integration, arts infused, creativity, engagement.

ISBN: 9781085602235Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Arts infused

High School Principal's Impact on Arts Integration.
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500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
500 $a Advisor: Steele, Jerome.
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506 $a This item must not be sold to any third party vendors.
520 $a Specialized high school of the arts, CTE and STEAM have been created in the New York City Department of Education. Arts high schools, including CTE and STEAM schools, teach arts education in the various disciplines of music, dance, theater, fine and technical art. Very often the arts are taught in isolation and the arts are not embedded in and throughout the high school curriculum. Dufour & Marzano (2011) said that an implemented curriculum can only be guaranteed when teachers are given the ability and freedom to implement the curriculum.The only way the curriculum in a school can truly be guaranteed is if the teachers themselves who are called upon to deliver the curriculum, have worked collaboratively to do the following:(1) Study the intended curriculum. (2) Agree on priorities within the curriculum. (3) Clarify how the curriculum translates into student knowledge and skills. (4) Establish general pacing guidelines for delivering the curriculum. (5) Commit to one another that they will, in fact, teach the agreed-upon curriculum. (Dufour & Marzano, 2011)The purpose of this study was to investigate system leadership in relation to instructional leadership including inspiring and cultivating student creativity and engagement. This study involved reviewing literature and research on the topic and by interviewing New York City Department of Education high school principals and a superintendent, on the topic of the principal's impact on arts-infused education that cultivates student creativity and engagement. The results of this research is that school leaders, perceive that they impact the infusion of arts in the academic subjects in their arts-themed high schools. This research is adding to the existing body of work related to arts-infused high schools and how the leaders perceive their impact on promoting student engagement and fostering student creativity.Key words: arts integration, arts infused, creativity, engagement.
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