“It Just Made Me Want to Do Better for Myself”: Performing Arts Education and Academic Performance for African American Male High School Students*
Calvin Wesley Walton | 2020 Walton, C.W. “It Just Made Me Want to Do Better for Myself”: Performing Arts Education and Academic Performance for African American Male High School Students.” International Journal of Education & the Arts, V. 21 No. 13 (2020): 1-42. Abstract: The abstract for this article, as well as the complete article, is available on the International […]
‘Seeing’ and ‘Being Seen’: An Embodied and Culturally Sensitive Arts-Integrated Pedagogy Creating Enriched Conditions for Learning in Multicultural Schools*
Charlotte Svendler Nielsen, et al. | 2017 Svendler Nielsen, C., et al. “‘Seeing’ and ‘Being Seen’: An Embodied and Culturally Sensitive Arts-Integrated Pedagogy Creating Enriched Conditions for Learning in Multicultural Schools.” International Journal of Education & the Arts, V. 21 No. 2 (2017): 1-24. Abstract: The abstract for this article, as well as the complete article, is available on the International Journal […]
Investigating Causal Effect of Arts Education Experiences: Experimental Evidence From Houston’s Arts Access Initiative
Daniel H. Bowen and Brian Kisida. | 2020 Daniel H. Bowen and Brian Kisida, “Investigating Causal Effect of Arts Education Experiences: Experimental Evidence From Houston’s Arts Access Initiative,” Houston Education Research Consortium 7, no. 4 (2019): 1-28. Abstract: The researchers conducted a randomized controlled trial with 10,548 students in third through eighth grade who were enrolled across 42 schools. Participating schools were assigned […]
Transforming Teaching Through Arts Integration
Snyder, L., P. Klos and L. Grey-Hawkins | 2019 Snyder, L., P. Klos and L. Grey-Hawkins. (2014). Transforming Teaching Through Arts Integration. Journal for Learning through the Arts, 10(1). Abstract: In four years, Anne Arundel County Public Schools (AACPS) increased sixth- and seventh-grade student achievement on the Maryland State Assessment (MSA) by 20% at a low-performing school. This improvement positively correlates with the implementation […]
Access to High School Arts Education: Why Student Participation Matters as Much as Course Availability
Thomas, K. M, P. Singh, K. Klopfenstein and C.T. Henry | 2019 Thomas, K. M, P. Singh, K. Klopfenstein and C.T. Henry. (2013) Access to High School Arts Education: Why Student Participation Matters as Much as Course Availability. Education Policy Analysis Archives, 21 (74) Abstract: Using individual-level administrative data from the University of Texas at Dallas Education Research Center researchers developed several distinct indices of access to […]
Noncognitive Factors in an Elementary School-Wide Arts Integrated Model
Steele, J. S. | 2018 Steele, J. S. (2017). Noncognitive Factors in an Elementary School-Wide Arts Integrated Model. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 12(1).
Music composition in the high school curriculum: A multiple case study
Menard, E. A. | 2015 Achieving all objectives in the National Standards for Arts Education would require fundamental changes to the way music is taught in school today.
Learning about leadership from a visit to the art museum
Kaimal, G., Drescher, J., Fairbank, H., Gonzaga, A., Junkin, J., & White, G.P. | 2016 This qualitative study presents an analysis of how guided visits to an art museum can provide leadership lessons for developing urban school leaders.
Cross-Study Findings: A View into a Decade of Arts Integration
Duma, A. L., & Silverstein, L. B. | 2014 The Kennedy Center’s CETA (Changing Education Through the Arts) program is a professional development partnership designed to support teachers’ employment of arts integration practices in their classrooms.
Voices from the field: Teachers’ views on the relevance of arts integration
Kerrie Bellisario and Lisa Donovan | 2012 This two-year study undertaken by researchers at Lesley University (LU), funded by the Ford Foundation, examined the relevance of arts integration in today’s educational climate from the perspectives of teachers who completed a graduate program in arts integration at LU.
The impacts of the presence of the cultural dimension in schools on teachers and artists
Héloïse Côté | 2009 This study examines the cultural partnerships of teachers and artists participating in Quebec’s Culture in the Schools program to expand the presence of cultural dimensions (the arts, creativity, and cultural studies) in the schools.
Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures.
Barry, N. H. | 2010 Researchers conducted a five-year evaluation study of how the A+ arts integrated school reform strategies (developed in North Carolina) played out in Oklahoma’s growing network of A+ Schools.
Third space: When learning matters
Lauren Stevenson and Richard J. Deasy | 2005 This is a comparative case study of ten schools serving economically disadvantaged communities, which integrated the arts across their curricula as a tool for school reform.
Placing A+ in a National Context: A Comparison to Promising Practices for Comprehensive School Reform. (Report #1 in a series of seven Policy Reports Summarizing the Four-Year Pilot of A+ Schools in North Carolina)
Adkins, A. & McKinney, M. | 2001 This report on the evaluation of the A+ integrated arts school reform program considers the program in the larger context of education reform, specifically using Shields and Knapp’s national standards and practice, a model judged by the A+ researchers as a promising practice for comprehensive school reform.
The A+ Schools Program: School, Community, Teacher, and Student Effects. (Report #6 in a series of seven Policy Reports Summarizing the Four-Year Pilot of A+ Schools in North Carolina)
Corbett, D., McKenney, M., Noblit, G. & Wilson, B. | 2001 This report is part of a series of reports stemming from the comprehensive evaluation of the North Carolina A+ arts integrated school reform program, initially a four-year pilot program in 25 North Carolina schools spread across the state.
Learning in and through the arts: The question of transfer.
Burton, J. M., Horowitz, R. & Abeles, H. | 2000 The study investigates whether transfer occurs such that learning in the arts affects learning in non-art subjects and if there are effects, what they are, how they occur, and what circumstances within schools influence the realization of such effects.