Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2023
Committee Chair or Co-Chairs
Ginger Christian
Committee Members
Pamela Scott, Virginia Foley
Abstract
The purpose of this qualitative phenomenological study was to examine educator perceptions of teaching art and implementing literacy and interdisciplinary strategies in rural northeast Tennessee school districts. This study explored interdisciplinary connections and opportunities to expand access to literacy acquisition in the art room. Participants included twelve educators who served as art instructors, literacy specialists, and district supervisors in rural public-school systems in Tennessee's First Congressional District. Data were collected through virtual interviews using a semi-structured format. To qualify for the study participants held positions as elementary or secondary art teachers, literacy specialists, or district supervisors in rural northeast Tennessee school districts. The analysis of the data was based on the frameworks of the Art of Education University’s K-12 Art Educator Framework (2023) and Balanced Literacy (1990). The results revealed the following as emergent themes: (a) interdisciplinary instruction and literacy acquisition, (b) art advocacy, (c) creativity and art in rural settings, and (d) leveraging teacher expertise.
Document Type
Dissertation - unrestricted
Recommended Citation
Collins, Courtney, "Art and Interdisciplinary Opportunities for Literacy Instruction: A Qualitative Study to Examine Educator Perceptions in the Rural Setting" (2023). Electronic Theses and Dissertations. Paper 4329. https://dc.etsu.edu/etd/4329
Copyright
Copyright by the authors.