Date of Award

10-1-1991

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Abstract

This investigation sought to explore the persisting problem of ineffective reform efforts in arts education. Library and interview data pertinent to the inquiry were collected, coded, and categorized according to an evolving thematic scheme. The qualitative data were subject to analytic induction procedures for the purpose of generating grounded theory which had the potential to explain the phenomenon under study.The procedures resulted in the gradual emergence of a three-component, professional development model for planned change in arts education which is based on knowledge of educational change, adult learning, and the experience of past professional development practice. The proposed model addresses the crux of the problem which surfaced as the continual endorsement of ineffective teacher education practices by the arts education community.The researcher concludes that the most direct and promising route to facilitating and sustaining reform in arts education is through the professional development of in-service arts teachers, providing that participants are afforded the necessary conditions for professional change and adult learning. Some of the most critical conditions include: (a) a positive climate for change; (b) time and money for long-range endeavors; (c) an intensive sequence of professional development experiences; (d) cooperative program plans that address group and individual needs; (e) opportunities to learn and apply new knowledge and skills in a step-wise and sheltered manner; (f) peer group support and collaboration; (g) a continuous system of evaluation and feedback; (h) classroom-based trials; (i) on-site technical assistance; and (j) follow-up workshops.

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