| Scope and method of study. The purpose of this study was to describe teacher beliefs about the arts integrated in the curriculum of Oklahoma schools. Participants in the study were 23 elementary, middle school, and high school teachers. Q methodology provided a method for revealing and illuminating the subjective beliefs of the participants by allowing them the opportunity to rank order forty-eight statements in two Q-sorts. The statements were selected from two theories, [Integration styles (Bresler,1995) and contextual categories (Eisner, 1973)], other literature and interviews of teachers and administrators provided information to adapt the theoretical basis for the study. After analysis of the data using the Q-sort correlation, principal components factor analysis, varimax rotation and z-score calculations were completed according to Q methodology (Brown, 1980). Under two conditions of instruction: What are your beliefs about the arts in your classroom, and what do you believe should be done with the arts in classrooms? four factors emerged and were interpreted.;Findings and conclusions. The four factors indicated teachers hold distinct perspectives about the integration of the arts. Both/And reflected the value of both arts and academics recognizing the arts enhance learning across disciples for a diverse population of students. Who Me? reflected the beliefs of those teachers lacking the efficacy needed to implement arts integration while recognizing the arts hold value for education. What Ifs professed to administrative values, lack of time, and lack of training as barriers to implementation. They, too, felt arts integration had merit, but lacked the necessary administrative support to change their practice. Yes, Arts reflected the value of the arts in the curriculum as a means to add an element of fun for young children enabling them to make connections and to communicate in nonverbal ways. All views were closely related demonstrating the value of the arts in education. Similarities revealed the merit of the arts while dissimilarities implied differential avenues for professional development. |
