Cultivating and Sustaining Theater Education Programs in Public Schools: Curricula, Teachers, Community, and Leadership

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dc.contributor.authorTaylor, Tara Hammonden
dc.contributor.committeechairAlexander, Michael D.en
dc.contributor.committeechairCash, Carol S.en
dc.contributor.committeememberMallory, Walter D.en
dc.contributor.committeememberKatona, Jenniferen
dc.contributor.committeememberMisitzis, Yannos Dimitriosen
dc.contributor.departmentCounselor Educationen
dc.date.accessioned2022-03-26T08:00:18Zen
dc.date.available2022-03-26T08:00:18Zen
dc.date.issued2022-03-25en
dc.description.abstractThe purpose of this study was to identify the perceptions of theater teachers and arts leaders regarding the necessary components to cultivate and sustain a district theater education program, as well as the indicators of success and quality in theater education programs in public schools. The researcher's hypothesis was that the primary components include: 1) theater learning standards and curricular resources that impact the delivery of meaningful instruction and student assessment (Bennett, 2001; National Endowment for the Arts, 1988); 2) qualified teachers who demonstrate effective pedagogy and practices (Catterall, 2009; National Endowment for the Arts, 1988); 3) Professional Learning Communities (PLCs) and professional development opportunities specific to theater education (Catterall, 2009); and 4) district leadership, representation, and advocacy specific to theater education and teachers (Project Zero, 2001). The research was implemented through a case study in a selected school district that exhibited all components. It was conducted in three phases and included district theater teachers and arts leaders. The essential findings, from the perceptions of theater teachers and arts leaders, confirmed the importance of the four components the researcher identified as necessary to cultivate and sustain theater education programs. The identified components also emerged as the primary indicators of success and quality of district and school theater education programs in public schools. However, the research also showed that indicators of the success of theater education programs do not always lead to quality, and quality does not always lead to success.en
dc.description.abstractgeneralThe purpose of this study was to identify the perceptions of theater teachers and arts leaders regarding the necessary components to cultivate and sustain a district theater education program, as well as the indicators of success and quality in theater education programs in public schools. The researcher's hypothesis was that the primary components include 1) curriculum and instruction (Bennett, 2001; National Endowment for the Arts, 1988); 2) qualified teachers (Catterall, 2009; National Endowment for the Arts, 1988); 3) teacher learning communities and professional development opportunities specific to theater education (Catterall, 2009); and 4) leadership specific to theater education (Project Zero, 2001). The research was implemented through a case study in a selected school district that exhibited all components. It was conducted in three phases and included district theater teachers and arts leaders. The essential findings, from the perceptions of theater teachers and arts leaders, confirmed the importance of the four components the researcher identified as necessary to cultivate and sustain theater education programs. The identified components also emerged as the primary indicators of success and quality of district and school theater education programs in public schools.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:33972en
dc.identifier.urihttp://hdl.handle.net/10919/109444en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectTheateren
dc.subjectTheater Educationen
dc.subjectArts Educationen
dc.subjectArts Leadershipen
dc.subjectArts Policyen
dc.titleCultivating and Sustaining Theater Education Programs in Public Schools: Curricula, Teachers, Community, and Leadershipen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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