The Impact of Arts-Integration Professional Learning on Teacher Practice and Student Outcomes

• In Event: Varieties of Arts-Integrated Learning Experiences

Abstract

This paper examines the impact of an arts-integration professional learning (PL) program on the classroom practices of K-12 teachers. Using a mixed-methods approach, the study analyzes the pedagogical shifts of both specialist art educators and generalist classroom teachers. Data from classroom observations, instructional logs, and teacher interviews reveal significant growth in the implementation of student-centered practices, such as creative journaling, centering student voice and choice, and metacognition. Teachers demonstrated positive change, and impact on student achievement. The study concludes that an emergent, arts-based PL model can successfully foster more interactive, reflective, and culturally responsive teaching, while also highlighting the need for differentiated support.

Authors

• Azadeh Hassani, University of Nebraska - Lincoln

• Guy Trainin, University of Nebraska - Lincoln

• HyeonJin Yoon, University of Nebraska - Lincoln

• Kimberley D'Adamo, University of Nebraska - Lincoln