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A Study of Change: Exploring the Impact of a Professional Learning Community on the Implementation of a Federal Art Demonstration Grant in Three Northwestern Pennsylvania Rural Elementary Schools

Youngblood, Constance M.
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1452607340

Abstract Details

2015, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
Superintendents and school boards must balance state and federal mandates, requirements of new legislation, and policy changes as they search for best practices in education that will result in increased student achievement. Pressure has increased, with an emphasis on high stakes testing and accountability since the implementation of the No Child Left Behind legislation in 2001. Federal dollars, in the form of demonstration grants, have been used by some districts to try innovative instructional practices. The challenge for school districts is sustaining effective change practices after the grant money is gone. The purpose of this study is to examine a federal arts demonstration grant, the Art in Action grant, implemented for three years in three rural elementary schools in northwest Pennsylvania. Feedback from participants in the grant is used to identify important characteristics of successful implementation and sustainability. One of the schools in the study implemented Professional Learning Community (PLC) practices. Participants were surveyed about their experience with the Art in Action grant. The survey generated a concourse of statements that formed a Q Set. Twelve participants performed a Q Sort using the statements from the concourse. PQ Method was used to analyze the responses. Trained facilitators conducted interviews with participants. Results indicated participants found the Art in Action experience beneficial for students, especially those with special needs. Sustainability of the program appeared dependent upon principal support and a philosophical or emotional connection made by the teacher to the art inclusion instructional practices. Teachers valued the collaboration time provided by the grant.
Karen Larwin, Ph.D. (Committee Chair)
Charles Vergon, J.D. (Committee Member)
Kathleen L. Cripe, Ph.D. (Committee Member)
Andrew Pushchak, Ph.D. (Committee Member)
198 p.
Art Education; Education; Educational Leadership; Elementary Education; Music Education; Teaching
professional learning community; PLC; art infused instruction; elementary art; federal art demonstration grant; principal leadership; change research

Recommended Citations

Citations

  • Youngblood, C. M. (2015). A Study of Change: Exploring the Impact of a Professional Learning Community on the Implementation of a Federal Art Demonstration Grant in Three Northwestern Pennsylvania Rural Elementary Schools [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1452607340

    APA Style (7th edition)

  • Youngblood, Constance. A Study of Change: Exploring the Impact of a Professional Learning Community on the Implementation of a Federal Art Demonstration Grant in Three Northwestern Pennsylvania Rural Elementary Schools. 2015. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1452607340.

    MLA Style (8th edition)

  • Youngblood, Constance. "A Study of Change: Exploring the Impact of a Professional Learning Community on the Implementation of a Federal Art Demonstration Grant in Three Northwestern Pennsylvania Rural Elementary Schools." Doctoral dissertation, Youngstown State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1452607340

    Chicago Manual of Style (17th edition)

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© 2015, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.