Committee Chair

Davis, Lloyd

Committee Member

Petzko, Vicki; Roblyer, M. D.; Wheetley, Kim


Dept. of Education


College of Health, Education, and Professional Studies


University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)


The purpose of this study was to explore uses of arts instruction in regular K-5 elementary school classrooms in a large southeastern school district to determine which arts instruction models were being employed and whether or not any particular model had a greater perceived impact on students and teachers. The mixed-methods study combined interview and survey data and included a population of approximately 120 teachers. Interviews were conducted with a stratified random sample of 40 teachers previously identified as using arts instruction to gain a clearer picture of arts instruction models they employed and to gain insight into teacher perceptions of the impact of arts instruction on students and themselves. A content analysis of interview comments was performed to form categories of arts instruction models in use and to determine themes in teachers’ perceptions of the impact of arts instruction. Findings from interview data were used to create a survey. The survey gathered information on teacher demographics and background and arts instruction model(s) teachers most often used. A 5-point Likert-scale asked teachers to rate the impact they observed from arts instruction and the degree of satisfaction they experienced from using the arts. Descriptive statistics were done to summarize teacher background and demographic information, as well as which arts instruction model(s) teachers employed most often. ANOVAs were conducted to determine if any arts instruction models resulted in greater perceived impact or satisfaction. A logistic regression and Spearman's rho correlations were done to determine if any background factors (frequency of using arts instruction, Title I status, years of experience, days of professional development) correlated with greater perceived impact or teacher satisfaction. ANOVA findings showed no significant differences among groups of teachers using various arts instruction models; no one group showed higher perceptions of impact and teacher satisfaction. Overall, teachers were highly satisfied with arts instruction and saw numerous impacts from any model they used. Correlations revealed that the more frequently teachers used arts instruction, the greater the perceived impact on students and teachers. An additional correlation revealed a trend of increasing perceived impact and satisfaction the higher the model of arts instruction.


Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.




Arts -- Instruction and study; Arts -- Study and teaching


Arts instruction; Instruction models



Document Type

Doctoral dissertations




x, 145 leaves





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