Practice Annotated Bibliography First year fine arts teachers in 6-12 grade and how a lack of classroom management training and teacher preparedness is affecting secondary students and their arts education

Practice Annotated Bibliography
First year fine arts teachers in 6-12 grade and how a lack of classroom management training and teacher preparedness is affecting secondary students and their arts education.

Brown, C. L., & Urice, J. K. (2003). Strategies for Improving the Status of Theatre in Secondary Schools. ARTS EDUCATION POLICY REVIEW, (4). 25.

“High school theatre productions fill auditoriums, cafeterias, and gymnasiums from coast to coast and may be the most visible kind of theatre performance in the United States. High school theatre may be the only theatre experience available to thousands of students and their families.” I know many of my students would have never been exposed to any of the arts if it weren’t for magnet schools in the state. Yet because of inconsistencies, uneven production values, and inadequately trained teachers, school officials, administrators, or the parents and families often do not recognize the contributions of educational theatre to the students. Many educators believe that most high school theatre students come out of programs unable to take their place as coherent capable students in a college arts program. This article dives into ways of improving secondary theatre education from the teacher’s perspective. Teacher retention, creating more ways for theatre teacher training, and hiring theatre professionals are some key points discussed in the article. This article will serve as a pillar in my paper as it focuses on the main subject area in my research.
Fisher, J. (2012). PREPARING PRE- AND POST- NEW TEACHERS WITH QUALITY CLASSROOM MANAGEMENT SKILLS. Review of Higher Education & Self-Learning, 5(14), 12-20.Classroom behavior has become serious for educators today with teachers dealing with students with more emotional or behavioral problems than ever before. In my experience, fewer and fewer students receive treatment for their behavioral disorder throughout the public school system. I have noticed that many pre- and post- new teachers are poorly prepared or trained to manage that many difficulties in the classroom environment. A few programs are discussed that are used for preparing teachers to work with “at-risk” students. “Our students are our future and it is important that more research is done to examine the teaching programs in secondary education to include realistic opportunities and experiences for pre- and post- new teachers as they emerge into the world of education.” This article will specifically help me dive into classroom behavior management for at risk students and ways to help them within the classroom. As an arts educator we are never trained in these areas because 9 out of 10 times arts educators are professional artists. Their degrees are in their chosen arts field and have no experience in classroom management techniques. This article will shed some light on how simple changes can be made to classroom management to help every single student thrive.

Koehler, A., Feldhaus, C. R., Fernandez, E., & Hundley, S. P. (2013). Alternative Certification Programs & Pre-Service Teacher Preparedness. Journal Of STEM Education: Innovations & Research, 14(4), 45-55.

This research study investigated motives and purpose exhibited by professionals transitioning from careers in STEM to secondary education. Overall, participants perceived themselves as most prepared in assessment and their content area and least prepared in classroom management and handling the psychological needs of their students. While this study dives mostly into STEM professionals transitioning into secondary education, this article was a great insight into how career professionals perceive joining the education field and how teacher preparedness is lacking across the board. Whether a new teacher will be teaching a STEM class or an arts class, the lack of teacher training for professionals transitioning to teaching is almost non-existent. There is a huge need for teacher training in classroom management, curriculum, and student interaction. If there were such a training program for professionals entering the teaching profession, possibly more new teachers would stay in the teaching profession longer.
Debra McLauchlan (2016) Factors of resilience in secondary school drama/theatre teachers, Youth Theatre Journal, 30:2, 171-183, DOI: 10.1080/08929092.2016.1225610
This article investigates the factors that promote resilience and educator retention in secondary drama/theatre teachers. Resilience is an important factor in career retention and satisfaction in any field. The article discusses 5 areas related to teacher retention and resilience. “The categories are (1) professional challenges; (2) professional sense of self and competence; (3) classroom culture/values; (4) professional supports; and (5) professional rewards.” This article will be used to outline specific ways theatre teachers in a secondary education setting can gain control of their stress and create longer and healthier careers within the arts and hopefully stay at one school longer. Theatre classrooms are like no other classroom in a school and must be treated differently than a normal English or Biology class. This article will help bring to light some of the ways theatre teachers can de-stress while still having a productive and goal accomplishing environment.

Mitchell, D. E., Howard, B., Meetze-Hall, M., Hendrick, L. S., & Sandlin, R. (2017). The New Teacher Induction Experience: Tension between Curricular and Programmatic Demands and the Need for Immediate Help. Teacher education quarterly, (2). 79.

“This article dives into the history of California’s Beginning Teacher Support and Assessment (BTSA) program, where new teachers have reported experiencing substantial tension between the curricular and programmatic demands arising from their induction programs’ formative assessment systems.” This article descries in-depth case study analyses of 18 new teacher participants in an innovative online induction program managed by the Riverside County Office of Education (RCOE). This article examines the overall satisfaction of new teachers enrolled in an induction program. This article will help me understand how novice teachers perceive what should be the most important things in a classroom and how testing is not everything. I know personally having to take almost a month out of instruction time for testing is a huge disruption. Many of my students do not even want to attend college but rather a technical school for their post secondary education. This article will help me understand more teacher’s points of view on the subject of what is actually important in a classroom.
Wilson, G., MacDonald, R., Byrne, C., Ewing, S., ; Sheridan, M. (2008). Dread and passion: primary and secondary teachers’ views on teaching the arts. CURRICULUM JOURNAL, (1). 37.

“This article focuses on research issues that include the balance of the curriculum; assessment; the teacher’s knowledge required to teach each subject with confidence; how the arts were valued by parents and schools; and the benefits which may accrue to students and the school through participation in the arts.” This article compares findings from elementary teachers with those from middle and high school teachers. While differences were apparent in terms of confidence with teaching and assessing the arts, and how they felt arts subjects were valued, all teachers in the article cited, strongly endorsed the benefits of arts education, particularly in terms of students personal growth within the class. This article will help me understand a specific case study in arts education and how the arts impacted the students and how the teachers were able to present the material in a fitting manner. This article will give me insight into primary and secondary educators in the arts and how each grade level is taught using what the teacher knows of the subject area.