A Dramatic Confrontation of Frames: Arts-Integration Teacher Development, Organizational Learning, and School Change

This study explores the intersection of arts-integration teacher development and organizational learning in schools. Four frames rooted in organizational learning theory-structural, political, symbolic, and human resource-consider the roles of organizational culture, leadership, and structure in school change efforts. Analyses explored variation across teachers (N = 21) at five U.S. middle schools. Results evaluated (a) perceptions of the arts-integration reform, (b) the role of frames in generative organizational learning, (c) comparison of salience and emphasis of frames across cases, and (d) confrontation of frames to enhance organizational learning or detract from the uptake and sustainability of change efforts.