Teacher Perceptions of How Their Dance Programs are Valued in Relation to the Funding They Receive in Texas High School Settings

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dc.contributor.advisorMorgan, Ilana
dc.contributor.authorStanton, Regan
dc.contributor.committeeMemberWells, Charmian
dc.date.accessioned2024-07-22T13:29:08Z
dc.date.available2024-07-22T13:29:08Z
dc.date.issued2024
dc.description.abstractRegan Stanton’s research entitled “Teacher Perceptions of How Their Dance Programs Are Valued in Relation to the Funding They Receive in Texas High School Settings” investigates teacher perceptions of how their dance programs are valued in relation to the funding they receive for their dance program. This qualitative research utilized an electronic survey to collect participants’ responses regarding their insights into how their current school district and campus administration value the dance program at the school where they work. With the collected responses, Stanton analyzed individually and across all data and identified commonalities to present key components that appear to influence teacher perceptions of value.
dc.identifier.urihttps://hdl.handle.net/11274/16515
dc.language.isoen_US
dc.subjectTeacher's perceptions
dc.subjectValue
dc.subjectDance funding
dc.subjectArts education funding
dc.subjectDance program value
dc.titleTeacher Perceptions of How Their Dance Programs are Valued in Relation to the Funding They Receive in Texas High School Settings
dc.typeProfessional Paper

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Department of Dance Student Professional Papers | 2024