The purpose of this qualitative constructivist grounded theory study was to explore principals’ practices in determining the extent of student access to arts education in an elementary school setting. As an integral component for student and job growth in the 21st century, the study of arts education promotes innovation and creativity. Research questions include: (1) What are the elementary principal’s role and responsibilities regarding arts education in elementary public schools?, (2) To what extent do elementary principals perceive arts education influences scholastic achievement?, (3) How would elementary principals describe what a successful arts education program?, and (4) How can elementary principals facilitate arts integration through curriculum alignment, instruction, and assessments in 21st century learning? Findings identified accessibility, engagement, and stakeholder collaboration as critical components for sustainable arts programs. Recommendations for future research include, but not limited to, a mixed methods study to analyze teachers’ perceptions of arts integration and math score assessment.
|Advisor:||Johnson, Stephanie D.B.|
|Commitee:||Berube, Clair, Clark, Reuthenia, Stokes, Harvey|
|School Location:||United States -- Virginia|
|Source:||DAI-A 79/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Performing arts education, Educational administration, Elementary education|
|Keywords:||Arts Education, Constructivist Grounded Theory, Educational Connoisseurship and Criticism Theory, Principals' Perceptions, STEAM, The Mozart Effect|
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