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Teachers' Implementation of Arts Int...

Bramble, Amy.

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Teachers' Implementation of Arts Integration: A Qualitative Exploratory Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Implementation of Arts Integration: A Qualitative Exploratory Case Study./
Author:	Bramble, Amy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	195 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13901719
ISBN:	9781085633246

Teachers' Implementation of Arts Integration: A Qualitative Exploratory Case Study.
Bramble, Amy.

Teachers' Implementation of Arts Integration: A Qualitative Exploratory Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 195 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ed.D.)--University of Phoenix, 2019.

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

The specific problem was that it was unknown if and how teachers were able to successfully implement arts integration on a daily basis in their general education classrooms and what further supports were needed to ensure teachers are able to implement arts integration on a regular basis. The purpose of this qualitative exploratory single-case study was to explore how second, third, and fourth-grade teachers at two arts- integrated schools in one southeastern school district teach using arts integration daily in the general education classroom. The central research question was: How do second, third, and fourth-grade teachers implement arts integration in the general education classroom on a regular basis? The participants were 20 teachers with two to forty years of experience. Data were collected through classroom observations, document analysis, and focus groups. The major themes were (a) arts integration as a curriculum, (b) arts integration as a teaching model, (c) difficulties teachers encounter when using arts integration, (d) teacher recommendations to improve arts integration, (e) ARTS as a school theme, (f) defining arts integration, and (g) supports assisting teachers in implementing arts integration. Recommendations based on the results of this study include administrators working with teachers to develop a school culture and community that supports arts integration. Educational leaders should understand how to best support teachers using arts integration and work to develop strong arts integration programs. Leaders might want to consider the implications from this study when improving and developing arts integration programs.

ISBN: 9781085633246Subjects--Topical Terms:

516579
Education.

Teachers' Implementation of Arts Integration: A Qualitative Exploratory Case Study.
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520 $a The specific problem was that it was unknown if and how teachers were able to successfully implement arts integration on a daily basis in their general education classrooms and what further supports were needed to ensure teachers are able to implement arts integration on a regular basis. The purpose of this qualitative exploratory single-case study was to explore how second, third, and fourth-grade teachers at two arts- integrated schools in one southeastern school district teach using arts integration daily in the general education classroom. The central research question was: How do second, third, and fourth-grade teachers implement arts integration in the general education classroom on a regular basis? The participants were 20 teachers with two to forty years of experience. Data were collected through classroom observations, document analysis, and focus groups. The major themes were (a) arts integration as a curriculum, (b) arts integration as a teaching model, (c) difficulties teachers encounter when using arts integration, (d) teacher recommendations to improve arts integration, (e) ARTS as a school theme, (f) defining arts integration, and (g) supports assisting teachers in implementing arts integration. Recommendations based on the results of this study include administrators working with teachers to develop a school culture and community that supports arts integration. Educational leaders should understand how to best support teachers using arts integration and work to develop strong arts integration programs. Leaders might want to consider the implications from this study when improving and developing arts integration programs.
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