Abstract

Four researchers collaborated on this multisite qualitative case study that examined 11 novice art teachers negotiating their way through their first year of teaching. Participants in three states were selected through a criterion method sampling strategy. The subjects were employed in rural, urban, and suburban public school districts. Researchers conducted 3–4 structured interviews using the same time line and interview protocols during the 2005–2006 academic year. Results indicate that, as novice art teachers assimilated into their respective school cultures, logistical and classroom management issues were of primary concern. Successes reported included a sense of community with their students, improving dialogue about art, and showcasing their art program.

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