Collective case study of non-arts teachers perceptions' of a voluntary arts integration professional development program

Abstract

Standards-based accountability has impacted pedagogical practices in schools by requiring teachers to cover content through direct instruction rather than focusing on the diverse learning needs of students. Arts integration is one strategy that can differentiate teaching and thereby reach more learners. The purpose of this qualitative collective case study was to investigate the effects of a voluntary arts integration professional development program on non-arts teachers' abilities to use arts integration in their classrooms. Knowles principles of andragogy represented the conceptual framework for this study, and a purposeful sample of eight K-8 non-arts teachers were the selected as participants. The three research questions that guided this study addressed the teachers' perceptions about valuable arts integration program experiences, arts integration program experiences that were not valuable, and the aspects of the program that helped change the teachers' practices. Analysis of interview transcripts, field notes, artifacts and participant created drawings was completed using an open coding approach. After coding and analysis were complete, results were organized through the lens of the study's theoretical framework. Data analysis led to seven key conclusions. Based on the findings of this study, this researcher recommends that arts integration professional development be available to teachers to help improve student engagement and achievement.