Date of Conferral



Doctor of Education (Ed.D.)




Cathryn White


An urban middle school in the southern U.S. introduced an arts integration (AI) program, however, student achievement in the English language arts (ELA) has not improved. Therefore, the problem to be investigated through this study is that it has not been determined if AI was implemented into ELA classrooms with fidelity. The purpose of this study was to examine teachers’ and administrators’ perceptions of the fidelity of implementation (FOI) of the AI program in the ELA classrooms, as well as school documents and artifacts, to determine whether the delivery of instruction replicated the original instructional design. Guided by Rogers’s FOI framework, research questions addressed ELA teachers’ and administrators’ perceptions of the FOI of the AI program in ELA classrooms, and how the AI program in ELA classrooms as related to the original intended design, was reflected in documents and artifacts at the school site. This qualitative case study, grounded in Roger’s FOI framework, included interviews with a purposeful sample of 8 ELA teachers and 2 administrators. Teacher lesson plans, professional development plans, the school improvement plans, meeting agendas, school documents related to AI, and classroom artifacts were also reviewed and triangulated. Data were coded and analyzed using inductive analysis. Findings indicated a lack of FOI and the need for professional development on AI for teachers and administrators. A 3-day PD project was developed for teachers and administrators. The findings from this study will strengthen the fidelity and quality of AI instruction in ELA classrooms leading to positive social change thereby strengthening student learning and achievement through the AI program.