Date of Conferral

11-12-2025

Date of Award

November 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Billie Andersson

Abstract

The problem investigated through this study was that arts integration (AI) was not implemented into Grades 6 through 8 curricula with consistency at a local project-based middle school (PBMS, a pseudonym). Grounded in Martin’s arts as a second language framework, the purpose of this basic qualitative study was to explore middle school teacher successes, challenges, and resources needed to implement AI into Grades 6 through 8 at PBMS. Semistructured interviews were conducted with nine middle school educators who were experienced with AI implementation at PBMS. Through thematic analysis using open and axial coding, teachers indicated that successes are seen when given collaborative planning and implementation times for AI, but teachers are challenged to find adequate and consistent time. The teachers indicated that preparedness and training in AI are inconsistent and lack depth, and that to achieve success, a universal understanding and acceptance of AI is needed. Based on the findings, a professional development (PD) project was developed to provide specific examples of effective AI implementation and strategies and address educators’ challenges and needs. The findings and results of this study may contribute to positive social change by guiding educators to implement AI with other subjects more successfully. Administrators and teachers may use this PD to improve AI practices, enhancing student engagement and learning, which may assist students in becoming well-rounded, academically and culturally.

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