ABSTRACT This qualitative study examines how high school art teachers conceive of being a good art teacher. Motivated by my own experiences as an art teacher, I designed this study to add teachers' voices to the conversation surrounding quality in education. My research design included a narrative strand and an arts-based strand. In the narrative strand, I interviewed and observed 12 high school art educators from a major city in the southwest. I conducted an autoethnographic reflection exploring my connection to the research topic and research process.
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- Partial requirement for: Ph. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 207-221)Note typebibliography
- Field of study: Curriculum and instruction