Doctor of Philosophy (PhD)


Curriculum and Instruction

Document Type



This study investigates the factors which support the use of arts-based pedagogy in elementary settings. To address the lack of a current profile of an early-career teacher (ECT) with a propensity to use the arts – music, theatre, dance, and visual art – this study illuminates ECT attitudes and behaviors related to arts-based pedagogy. The researcher administered Oreck’s (2001) Teaching with the Arts Survey (TWAS) and employed a non-experimental survey design using purposive sampling. The ECT population studied included currently employed elementary (1-5) teachers who completed the compulsory arts-based pedagogy class at a large Louisiana university in the fall of 2016, spring of 2017, or fall of 2017. Research questions related to the constructs of frequency, value, self-efficacy, and administrative support were analyzed using a variety of statistical routines including frequency analyses, correlations, independent samples t-tests, and one-way ANOVAs with relevant post-hoc tests. School-based administrative support emerged as a fundamental support to ECTs’ arts-based pedagogy. ECT’s current practice in an artform was also significant, however, the type of preservice arts class, i.e. arts-as-curriculum versus arts-integrated-curriculum, lacked influence on the constructs. These findings are important to arts-based pedagogy programming providers including institutions of higher education, teacher educators, district and school-based administrators, policy makers, and professional development providers from the private and nonprofit sector who are interested in factors related to the arts in elementary environments.



Committee Chair

Sulentic Dowell, Margaret-Mary