Date of Award
Doctor of Education (EdD)
Education & Educational Psychology
Gina Cicco, EdD
Karen Burke, CSJ, EdD
Marcia A. B. Delcourt, PhD
This study compared and investigated the arts attitudes and practices of secondary-level mathematics and English teachers working in Connecticut public schools deemed either successful or in-need-of-improvement under the No Child Left Behind (NCLB) act. This study considered how educators of subjects directly assessed for NCLB compliance, specifically mathematics and English teachers, felt about using arts in the classroom. The Teaching With the Arts Survey (TWAS) was employed to gauge the arts attitudes, self-efficacy, and frequency of use of the arts among 166 ninth- and tenth-grade mathematics and English teachers in Connecticut. The evidence indicated that while no significant differences in attitudes, self-efficacy, or personal frequency of use of the arts existed for teachers based on their school’s NCLB designation, significant differences did exist on each of the group factors when teachers were compared by classroom discipline with English teachers scoring higher on all measures of arts use and support than the mathematics teachers studied. Among the demographic variables, only ethnicity presented an interesting relationship to the factor of arts attitudes with non-White teachers scoring lower than their White peers on this measure.
Obre, Michael, "ATTITUDES, SELF-EFFICACY, AND FREQUENCY OF USE OF THE ARTS BY SECONDARY-LEVEL TEACHERS IN SCHOOLS DEEMED SUCCESSFUL OR IN-NEED-OF-IMPROVEMENT UNDER THE NO CHILD LEFT BEHIND ACT" (2010). Education Dissertations. 7.