Permission to teach: program evaluation of the A+ schools model

ABSTRACT

This study examines teacher response to year one implementation of the A+ Schools Program arts integration model. Twenty-two randomly selected teachers from three school sites were observed over a 12-month period to gather baseline and year one data. Performance results indicated no significant changes in teacher behaviors based on Friedman’s test assessing teacher growth. Focus group perceptual data indicated teachers endorsed the A+ Schools Program model as having benefit and giving them “permission to teach” even as they reported a need for more professional development and support with arts integration pedagogy.

KEYWORDS:

• Arts integration
• teacher efficacy
• universal design

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Windgate Charitable Foundation.

Notes on contributors

Donna Wake

Donna Wake is an associate professor in the Department of Teaching and Learning and the Associate Dean for the College of Education at the University of Central Arkansas in Conway, Arkansas. Her doctorate is from Temple University in Philadelphia, Pennsylvania. Her research areas of interest include: literacy, technology, arts integration, progressive pedagogies, and social justice

Rachelle Miller

Rachelle Miller is an assistant professor at the University of Central Arkansas in the Department of Teaching and Learning. She earned her doctorate at Purdue University. Her research interests include arts integration, teacher education, and gifted education.

Jeff Whittingham

Jeff Whittingham is a professor at the University of Central Arkansas in the Department of Teaching and Learning. He earned his doctorate from Southern Illinois University at Carbondale. His research interests include literacy, technology, and online teaching. He is co-author of Online Teaching: Tools and Techniques to Achieve Success with Learners.