A Dramatic Confrontation of Frames: Arts-Integration Teacher Development, Organizational Learning, and School Change

ABSTRACT

This study explores the intersection of arts-integration teacher development and organizational learning in schools. Four frames rooted in organizational learning theory—structural, political, symbolic, and human resource—consider the roles of organizational culture, leadership, and structure in school change efforts. Analyses explored variation across teachers (N = 21) at five U.S. middle schools. Results evaluated (a) perceptions of the arts-integration reform, (b) the role of frames in generative organizational learning, (c) comparison of salience and emphasis of frames across cases, and (d) confrontation of frames to enhance organizational learning or detract from the uptake and sustainability of change efforts.

Acknowledgments

The authors would like to thank Dr. Joanna Smith for her support in applying and refining an organizational learning framework to understanding the teacher experience. The authors would also like to thank the teacher participants, who demonstrated courage and openness throughout their engagement with this project and study and continue to positively affect the lives of many students.

Notes

1. The Studio Habits of Mind were identified by Hetland, Winner, Venema, and Sheridan (2013) from research on the habits of professional studio artists. These eight habits include: observe, envision, stretch and explore, engage and persist, express, develop craft, understand the art world, and reflect.

2. STEAM refers to education programs that focus on science, technology, engineering, the arts, and mathematics.

Additional information

Funding

This work was supported the U.S. Department of Education under PR/Award No. U351D140063.