From theory to practice : a multiple case study exploring conditions and practices for high-quality, sustainable arts education in two Utah elementary schools.

Inequitable access to quality arts education remains a persistent challenge within the United States public education system. Although national and state policies identify the arts as a critical component of a well-rounded education, students across the country experience inconsistent access to arts learning. While data on the availability of arts programs, particularly at the elementary level, are limited, even less is known about the quality of these offerings. This gap in understanding hinders efforts to implement and sustain high-quality arts education, ultimately denying students their civil right to a comprehensive and enriching educational experience. Addressing this problem, the purpose of this qualitative multiple case study was to explore community members’ perceptions of local-level practices and conditions that contribute to high-quality arts education programs in two Utah elementary school communities. Grounded in Seidel et al.’s (2009) qualities of quality framework this study collected data from two Utah elementary schools using focus groups and semi-structured interviews with an administrator, two classroom teachers, a visual arts educator, and a performing arts educator at each site. Data analysis employed both within-case and cross-case approaches to highlight unique and shared conditions and practices participants identified as essential for sustaining quality arts education. This study found that authentic arts integration supported strong student outcomes and served as a key local practice in sustaining high-quality arts education. Participants also identified collaboration and intentional curriculum development served as key pedagogical practices for sustaining high-quality arts education. Additionally, a formalized school vision, through a shared understanding and ongoing communication, served as a key social factor in sustaining high-quality arts educational practices. Finally, findings indicated that support from principals to ensure access to materials and an arts-rich environment served as a key local practice for sustaining high-quality arts education. This study offers valuable insights into how local school communities sustain quality arts learning to ensure student access. The findings inform the work of local school leaders, state policy leaders, university preparation programs, and researchers as they continue efforts to uphold students’ civil right to a high-quality arts education.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2025

Author dc:creator

• Glynn, Kelly Bruce, 1990-

Advisor dc:contributor.advisor

• Vaughn, Shelby Duncan.

• Sustainable arts education.
• Dance education.
• Theatre education.
• Visual art education.
• Music education.
• Arts integration.
• Quality arts education.
• Elementary education.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/14093

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14093