Understanding personal theory for elementary school teachers implementing curricular change

Abstract

Scope and Method of Study:

This dissertation reports a qualitative study to understand how elementary school teachers' personal theories influence arts integration into core curriculum while working in a standardized educational environment. The context for this study was Project CREATES (Community Resources Encouraging All Teachers to Educate with Spirit). The purpose of Project CREATES was to conduct research on methods that transform teaching and learning through the design and implementation of arts-infused curriculum in three metropolitan schools in a Midwestern state. Sixteen teachers were studied using an ethnographic approach to collect and analyze data. Data consisted of multiple interviews, observations of classrooms, and other relevant documents. In addition, archival data was analyzed.

Findings and Conclusions:

Three thematic areas emerged that have implications on teacher's personal theories: Teacher Change; Educational Dissonance and Teacher Awareness. Each of these themes was further divided into pertinent sub-themes to garner a more comprehensive understanding of teacher theory. A critique of the Iceberg Model (Senge, 1990) was presented as a way to understand the complexities of teachers' personal theories. Identifying and understanding the various influences on teachers' personal theory can help educators make decisions for arts integration, ultimately leading to sustainability of arts integration in the public elementary schools.