A Mixed-Methods Study Examining Early Career Teacher Perceptions on the Relationship Arts-Integration Training Has with Student Achievement, Student Engagement, and the Fidelity of an Arts-Integration Implementation Program

摘要

School districts around the nation are struggling to find ways to close the achievement gap in their buildings. Research suggests the achievement gap in K-12 schools could be reduced by implementing an arts-integrated curriculum. The purpose of this study was to determine the relationship between arts-integration, student achievement, and student engagement while simultaneously determining if targeted professional development has an impact on early career teachers' ability to implement an arts-integrated curriculum with fidelity. The theoretical framework used to design the study was a combination of Arts-Integration Theory and Brain-Based Learning Theory. The intention of the research questions was to collect quantitative and qualitative data regarding the relationship between arts-integration, student achievement, and student engagement. They also sought to collect teacher perceptions regarding how focused training relates to their knowledge and ability to effectively implement an arts-integrated program. The design of the study collected quantitative data through monthly benchmark assessments and qualitative data through surveys and interviews. The findings discovered, through data analysis, would be beneficial to school leaders interested in implementing an arts-integration program in their school district.