Program Evaluation of an Arts Integration Model: Impact on Student Engagement and Academic Achievement

Autor/in	Golly, Heather A.
Titel	Program Evaluation of an Arts Integration Model: Impact on Student Engagement and Academic Achievement
Quelle	(2023), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, San Diego State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-7081-1
Schlagwörter	Hochschulschrift; Dissertation; Middle School Teachers; Middle School Students; Art Education; Integrated Curriculum; Learner Engagement; Academic Achievement; Program Evaluation; Student Attitudes; Teacher Attitudes; Models + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Schulleistung; Programme evaluation; Programmevaluation; Schülerverhalten; Lehrerverhalten; Analogiemodell
Abstract	Middle school classrooms are increasingly more diverse, and students are often disconnected and disengaged from the learning. Research has demonstrated that arts integration instructional frameworks hold promise to engage students and to improve student outcomes. The purpose of this program evaluation was to assess if implementation and use of Leonard Bernstein's Artful Learning instructional model has had the intended outcome of improving both student engagement and academic achievement. The Artful Learning model is interdisciplinary in nature and also has concept-based and inquiry-based foundations. This program evaluation employed a mixed-methods approach where the evaluator gathered and analyzed data needed to evaluate the impact of the Artful Learning program. Five teachers and 243 students from one middle school participated in online surveys focused on implementation of the model and on perceived impacts of the model on engagement and academic achievement. Teachers then participated in follow-up interviews with the evaluator to provide further understanding of their use of Artful Learning and their views on professional development, collaboration, and barriers they perceive in implementation. Findings of this evaluation revealed that the Artful Learning model is positively impacting students and teachers at this school site. Based on their self-assessments, teachers and students engage with and value the model and demonstrate positive perceptions of Artful Learning. Recommendations are provided that can help school leaders improve implementation and efficacy of the model. Further evaluation of this model in middle schools is needed to more fully examine the impact of the model on student engagement and academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01