dc.contributor.author	Espinoza, Jessica Rosa
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2024-10-16T20:24:00Z
dc.date.available	2024-10-16T20:24:00Z
dc.date.issued	2024-07-31
dc.identifier.other	594c3329-382e-4d00-8f18-1515d49bcbf9	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7323
dc.description.abstract	This study aimed to explore the lived experiences of general education classroom teachers (grades 1-5) who have been highly effective in using arts integration and their perceptions of using the arts for formative assessment. The study explored the ways in which teachers with high self-efficacy integrating the arts designed and facilitated arts-based formative assessment as well as teachers’ perceptions of student learning when using the arts to formatively assess. This study used a phenomenological approach to gather insights from eight elementary teachers at eight different schools in a large metro public school district. Data were collected through in-depth interviews, classroom observations, and lesson materials. The findings revealed how arts-based formative assessment methods were used to differentiate diverse learners and make student thinking visible. The findings discussed the different ways arts-based formative assessment can be used when designing rubrics and implementing instruction. Findings linked the learning environment, teacher collaboration and professional learning, and teachers’ growth mindset to high teacher efficacy with assessing arts integration. When exploring teachers’ perceptions of student learning when using the arts to formatively assess, high student engagement, collaboration, and immersion in the creative process were positively associated with social, emotional, and academic growth in students. The study’s findings highlighted implications for teachers, school and district leaders, and arts integration training programs.	en_US
dc.format.extent	1 electronic record. PDF/A document, 237 pages, 47180251 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Education	en_US
dc.subject	Curriculum development	en_US
dc.subject	Arts in education	en_US
dc.subject	Self-efficacy	en_US
dc.subject	Elementary school teachers—Attitudes	en_US
dc.subject	Creative ability in children—Testing	en_US
dc.title	Exploring the Phenomenon of Arts-Based Formative Assessment: Lived Experiences of Elementary Teachers with High Self-efficacy using Arts Integration	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Hartsell, Taralynn
dc.description.committee	Radcliffe, Barbara
dc.description.committee	Evans, Jenny
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US