References

Anderson, T. (2000). Real lives: Art teachers and the cultures of schools. Portsmouth, NH:
Heinemann
Brenner, M. (2006). Interviewing in educational research. Handbook of Complementary Methods

in Education Research. 357-370.

Buffington, M. Williams, A. Ogier, E. Rouatt, L. (2016). Telling our tales: Becoming art

educators. Studies in Art Education A Journal of Issues and Research. 57(4), 329-340.

Byrne, J. (1998). Teacher as hunger artists: Burnout: Its causes, effects, and remedies.

Contemporary Education. 69(2), 86-91.

Center for Educator Recruitment, Retention, & Advancement. A report on the fall 2016 supply

and demand survey. (2017). Retrieved from

https://www.cerra.org/uploads/1/7/6/8/17684955/2016_supply_demand_report.pdf

Cuddapah, J. Beaty-O’Ferral, M. Masci, F. Hetrick, M. (2011). Exploring why career changers

leave teaching. The New Educator. 7(2), 114-130.

Dilley, P. (2000). Conducting successful interviews: Tips for intrepid research. Theory into

Practice. 39(3). 131-137.

Feldman, E. (1993). Best advice and councel to art teachers. Art Education. 46(5). 58-59.

Florio-Ruane, S. Willams, L. (2008). Uncovering paths to teaching: Teacher identity and the

cultural arts of memory. Teacher Education Quarterly. 35(3), 7-22.

Garrett, J. Von Nessen, E. (2016). Teacher supply study report: FY16 legislative proviso 1A.78.

Retrieved from

https://www.cerra.org/uploads/1/7/6/8/17684955/teacher_supply_study_5-11-16__1_.pdf

Haggard, C. Slostad, F. Winterton, S. (2006). Transition to the school as workplace: Challenges

of second career teachers. Teaching Education. 17(4), 317-327.

Holt, A. (2010). Using the telephone for narrative interviewing: a research note. Qualitative

Research. 10(1). 113-121.

Jacob, S. Furgerson, S. (2012). Writing interview protocols and conducting interviews: Tips for

students new to the field of qualitative research. The Qualitative Report. 17(42). 1-10.

Lawton, P. (2016). Artitudes: Mapping lines of demarcation in art education. The Journal of

Social Theory in Art Education. 36, 58-64.

Mages, W. (2013). Building a strong ensemble of teaching artists: Characteristics, contexts, and

strategies for success and sustainability. International Journal of Education & the Arts.

14(8), 1-17.

Riedler, M. (2016). An art educator’s journey of becoming a researcher: A self-reflective auto-

ethnography of identity construction and personal growth. International Journal of

Progressive Education. 12(2), 138-148.

Scheib, J. (2006). Policy implications for teacher retention: Meeting the needs of the dual

identities of arts educators. Arts Education Policy Review. 107(6), 5-10.

Turner, D. (2010). Qualitative interview design: A practical guide for novice investigators. The

Qualitative Report. 15(3). 754-760.

Unrath, K. Kerridge, D. (2009). Becoming an art teacher: Storied reflections of two preservice

students. Studies in Art Education: A Journal of Issues and Research in Art Education.

50(3), 272-286.

Ward, H. (2016). More than half of art teachers consider quitting as subject becomes ‘devalued’.

Tes. Retrieved from https://www.tes.com/news/school-news/breaking-news/more-half-

art-teachers-consider-quitting-subject-becomes-devalued