Program Evaluation of the A+ Schools Model: Year 2 Results

• In Event: 32.050 - Best Practices in Teacher Education and Professional Development in the Arts

Abstract

The purpose of this study was to compare differences in teachers’ instructional behaviors during Year 2 implementation of the A+ Model of arts integration. Forty-six (i.e., 23 control, 23 experimental) randomly selected teachers from six school sites (i.e., 3 control, 3 experimental) were observed over a two year period. In addition, six teachers participated in a peer coaching project during year 2. A two-way mixed ANOVA assessed differences in control and treatment teachers and resulted in a significant interaction between group and time. Descriptive statistics indicated change in teacher instructional behaviors after an eight-week peer coaching project, showing growth in all eight essentials. Findings from semi-structured interviews showed that teachers experienced success and infrastructure obstacles during the peer coaching project.

Authors

• Rachelle Miller, University of Central Arkansas

• Donna Wake, University of Central Arkansas

• Jeff Whittingham, University of Central Arkansas