The primary goal of this research was to identify practices of administrators, which might support arts integrated instruction. Toward meeting that goal, this researcher framed four questions for consideration: What strategies do principals use to increase the use of arts integration in their schools? What similarities exist among principals who have the highest success rate with arts integration? In what trainings have these principals participated? What arts-related experiences have they had? This research relied on a sequential, explanatory mixed-method design to collect data from teachers and principals in Arts in Basic Curriculum Schools in South Carolina. This initial phase generated numerical data that was used to identify the schools having the greatest success with integration. In the second, qualitative phase, the researcher conducted interviews with selected educators and coded the scripted interviews for common themes and responses. The findings of this research indicate that principals should hire creative, flexible teachers who are willing to collaborate and take part in professional development for co-curricular planning and instruction. Principals should set high expectations and follow up with strategies designed to verify the implementation of integrated lessons and then provide extensive professional development. In addition, school leaders should show trust and support for their teaching staff and be aware that that what is often most needed is a shared commitment for long-term success. A listing of additional strategies suggested by administrators for increasing integration is also included.
","abstract_html":"<p>The primary goal of this research was to identify practices of administrators, which might support arts integrated instruction. Toward meeting that goal, this researcher framed four questions for consideration: What strategies do principals use to increase the use of arts integration in their schools? What similarities exist among principals who have the highest success rate with arts integration? In what trainings have these principals participated? What arts-related experiences have they had? This research relied on a sequential, explanatory mixed-method design to collect data from teachers and principals in Arts in Basic Curriculum Schools in South Carolina. This initial phase generated numerical data that was used to identify the schools having the greatest success with integration. In the second, qualitative phase, the researcher conducted interviews with selected educators and coded the scripted interviews for common themes and responses. The findings of this research indicate that principals should hire creative, flexible teachers who are willing to collaborate and take part in professional development for co-curricular planning and instruction. Principals should set high expectations and follow up with strategies designed to verify the implementation of integrated lessons and then provide extensive professional development. In addition, school leaders should show trust and support for their teaching staff and be aware that that what is often most needed is a shared commitment for long-term success. A listing of additional strategies suggested by administrators for increasing integration is also included.</p>","abstract_has_math":false,"creators":["Cook, Shannon"],"institution":null,"degree_name":"Ed.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Zach Kelehear"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T04:38:07Z","subjects":["Education","Educational Administration and Supervision","Aesthetic Leadership","Arts Integration","Educational Leadership","Leadership and Change","Principalship","School Leadership"],"languages":[],"rights":["© 2012, Shannon Cook"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/954","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zach Kelehear"]},{"key":"dc:creator","label":"Author","values":["Cook, Shannon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Administration and Supervision","Aesthetic Leadership","Arts Integration","Educational Leadership","Leadership and Change","Principalship","School Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2012, Shannon Cook"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/954"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The primary goal of this research was to identify practices of administrators, which might support arts integrated instruction. Toward meeting that goal, this researcher framed four questions for consideration: What strategies do principals use to increase the use of arts integration in their schools? What similarities exist among principals who have the highest success rate with arts integration? In what trainings have these principals participated? What arts-related experiences have they had? This research relied on a sequential, explanatory mixed-method design to collect data from teachers and principals in Arts in Basic Curriculum Schools in South Carolina. This initial phase generated numerical data that was used to identify the schools having the greatest success with integration. In the second, qualitative phase, the researcher conducted interviews with selected educators and coded the scripted interviews for common themes and responses. The findings of this research indicate that principals should hire creative, flexible teachers who are willing to collaborate and take part in professional development for co-curricular planning and instruction. Principals should set high expectations and follow up with strategies designed to verify the implementation of integrated lessons and then provide extensive professional development. In addition, school leaders should show trust and support for their teaching staff and be aware that that what is often most needed is a shared commitment for long-term success. A listing of additional strategies suggested by administrators for increasing integration is also included.
"]},{"key":"dc:title","label":"Title","values":["Leadership and Arts Integration: An Examination of Practices In Select Schools In South Carolina"]}]}],"canonical_facts":{"dc:contributor":["Zach Kelehear"],"dc:creator":["Cook, Shannon"],"dc:description.abstract":["The primary goal of this research was to identify practices of administrators, which might support arts integrated instruction. Toward meeting that goal, this researcher framed four questions for consideration: What strategies do principals use to increase the use of arts integration in their schools? What similarities exist among principals who have the highest success rate with arts integration? In what trainings have these principals participated? What arts-related experiences have they had? This research relied on a sequential, explanatory mixed-method design to collect data from teachers and principals in Arts in Basic Curriculum Schools in South Carolina. This initial phase generated numerical data that was used to identify the schools having the greatest success with integration. In the second, qualitative phase, the researcher conducted interviews with selected educators and coded the scripted interviews for common themes and responses. The findings of this research indicate that principals should hire creative, flexible teachers who are willing to collaborate and take part in professional development for co-curricular planning and instruction. Principals should set high expectations and follow up with strategies designed to verify the implementation of integrated lessons and then provide extensive professional development. In addition, school leaders should show trust and support for their teaching staff and be aware that that what is often most needed is a shared commitment for long-term success. A listing of additional strategies suggested by administrators for increasing integration is also included.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/954"],"dc:rights":["© 2012, Shannon Cook"],"dc:subject":["Education","Educational Administration and Supervision","Aesthetic Leadership","Arts Integration","Educational Leadership","Leadership and Change","Principalship","School Leadership"],"dc:title":["Leadership and Arts Integration: An Examination of Practices In Select Schools In South Carolina"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T04:38:07Z"}