Music, Language and Learning: Investigating the Impact of a Music Workshop Project in Four English Early Years Settings.
Pitts, S.E. | 2016 This research used a range of methods to evaluate the ‘Soundplay’ project which ran in four early years (pre-K/K) settings in Sheffield, UK, in 2014-15.
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.
Pre-professional arts based service-learning in music education and art therapy.
Feen-Calligan, H. & Matthews, W. K. | 2016 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. Kraehe, A. M., Hood, E. J., & Travis, S. | 2015 Scripp, L., & Paradis, L. | 2014 This study uses statistics to demonstrate the results of a three-year arts integration project conducted by the Chicago Arts Partnerships in Education’s (CAPE) Partnership in Arts Integration Research (PAIR) project in Chicago public schools. Mastrorilli, T. M., Harnett, S., Zhu, J. | 2014 Arts Achieve: Impacting Student Success in the Arts is a partnership between Studio in a School, the New York City Department of Education (NYCDOE), and four other premier cultural arts organizations from across New York City (NYC). Ludwig, M., Song, M., Kouyate-Tate, A. F., Cooper, J., Phillips, L., & Greenbaum, S. | 2014 Researchers designed a qualitative study to evaluate the program design and implementation of the Wolf Trap Foundation for the Arts Institute for Early Childhood Learning’s professional development (PD) program. 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. Scripp, L., Burnaford, G. Vazquez, O. Paradis, L. & Sienkiewicz, F. | 2013 The Partnerships for Arts Integration Research (PAIR) final report summarizes results from a four-year, federal Department of Education Arts in Education Model Development and Dissemination (AEMDD) project administered by the Chicago Arts Partnerships in Education (CAPE) and the Chicago Public Schools from 2007-2010. Randi Korn & Associates, Inc. | 2012 The National Gallery of Art (NGA) conducted a program evaluation of its long-standing initiative, Art Around the Corner (AAC). Imms, W., Jeanneret, N., & Stevens-Ballenger, J. | 2011 This study examines how arts partnerships impact student engagement, student voice, social learning, creative skills, and arts-related knowledge and skills; the five student outcomes linked to the Victorian Essential Learning Standards (VELS). Cawthon, S., Dawson, K., & Ihom, S. | 2011 This mixed methods study examines the outcomes of Drama for Schools (DFS)—a professional development program that trains teachers to integrate drama techniques into their instruction—on participating middle school teachers and their students. Charland, W. | 2011 The researcher used an applied form of action research to evaluate the implementation of an arts integrated curriculum in a K-6 magnet elementary school. 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. Russell-Bowie, D. | 2010 This study looked at pre-service students’ perceptions of their background in formal music education and their confidence in teaching music lessons, with the goal of understanding the role that background and confidence play in promoting music education by general classroom teachers. Donna-Marie Peters | 2010 This case study examines the phenomenon of mentorship within inner-city black rhythm tap dancing communities in New York City through an investigation of three different tap dance communities: “La Cave”, “Swing 46” and “On Tap. Ogden, H., DeLuca, C., & Searle, M. | 2010 Researchers in this paper voice a concern over the disconnect that pre-service teachers face between educational theory and practice and present a model for integrating authentic learning and arts-based learning as a means of enhancing pre-service programs. Lamont, E., Jeffes, J., & Lord,P. | 2010 This study examines the impact of the UK’s Creative Partnerships program on the teaching force at participating schools. Randi Korn & Associates, Inc. | 2010 This study is an evaluation of the Solomon R. Graham, M. A., & Zwirn, S. G. | 2010 This study focuses on K-12 art teachers who are practicing artists and investigates the relationship between their studio and teaching practice. Garvis, S. and Pendergast, D. | 2010 In grades four to nine (considered middle grades in Australia), it is common practice for generalist teachers to deliver integrated arts education. Garett, J. | 2010 This study examines the benefits of professional development in arts integration for elementary school teachers. Gallagher, K., & Service, I. | 2010 Researchers analyzed the impact of a theater-based intervention on teacher-student relationships and communication, teaching practice, and general understanding of issues of poverty. Anita R. Ede and Denise A. Da Ros-Voseles | 2010 This study explored the changes in 37 early childhood teacher candidates’ perceptions of how children construct and represent knowledge following repeated exposure to The Wonder of Learning: the Hundred Languages of Children exhibit. Tselfes, V. and Paroussi, A. | 2009 This study followed 57 early childhood education student teachers in a theatrical applications and physics education course to explore how theatre benefited the teaching and learning of scientific ideas. 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. Deirdre Russell-Bowie | 2009 This formative case study follows 13 undergraduate students planning to become classroom teachers and who are completing a field study placement in an elementary school. 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. Gail Burnaford | 2009 This study examines the impact that network-based professional development has on arts specialists and their schools. Bachar, P. and Ofri, V. | 2009 This study examines Israeli pre-service art teachers’ experiences participating in arts-based community service projects in a prison, battered women’s shelter, drug rehabilitation center and other sites. Shelby A. Wolf | 2008 Since 2002, Creative Partnerships, based at the Arts Council of England, has been investing time, energy, and resources to bring artists and schools together. Mason, C. Y., Steedly, K. M., & Thormann, M. S. | 2008 VSA arts conducted this study to investigate the relationship between substantive arts involvement and social, cognitive, and artistic development among students with disabilities. Glass, Donald L. | 2008 South Africa engaged in an outcomes-based curricular innovation that included Arts and Culture as a new subject area for all young people. Powell, D. | 2007 This study is an evaluation of The Arts in the Classroom Program which engaged 91 Kindergarten through sixth grade classroom teachers from a single school district in order to build their capacity to deliver standards-based interdisciplinary arts instruction to their students. Randi Korn & Associates, Inc. | 2007 This study is an evaluation of the outcome—for students, teachers and teaching artists—of participation in the Solomon Guggenheim Museum’s Learning Through the Arts (LTA) program, a teaching artist residency program implemented in New York City during the 2004-2006 school years. Kind, A., Irwin, R., & Grauer, K. | 2007 In this article, the researchers discuss findings of their study of Learning Through The ArtsTM(LTTA), a cross?Canada initiative that brings artists such as musicians, dancers, storytellers, actors, and visual artists into schools to work with teachers and students. Barry Oreck | 2006 In a climate of increased education standardization, this study examines what the personal characteristics and factors are that support or constrain arts use in the classroom. 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. Jeff Meiners | 2005 This report describes an arts education partnership between Windmill Performing Arts, an Australian national performing arts company for children and families, and the University of South Australia. Alison M. Reynolds, Althea Jerome, Anna L. Preston and Holley Haynes | 2005 The researchers conducted a qualitative study of a service-learning music-education partnership between a mid-sized university and a large public elementary school that did not have a music specialist. Upitis, R. | 2005 This study describes the impact of two professional development programs on artists. Barry Oreck | 2004 In this mixed methods study of 423 K-12 teachers from diverse school settings, the researcher gauges teachers’ attitudes about arts practices in their teaching who have had access to arts-based professional development. Kowalchuk, E., & Stone, D. | 2003 While approximately 85% of elementary schools in America offer art education, only about half have a specialist to provide arts instruction. Patteson, A. | 2002 Queen’s University conducted a study of its professional development program for teachers “Teachers as Artist” (TAA), which entailed surveys, interviews, focus groups, and observations gathered from 1996-2000. Corbett, D., Wilson, B., & Morse, D. | 2002 This study evaluates the Whole Schools Initiative (WSI), funded by the Mississippi Arts Commission to incorporate arts into regular classroom instruction. Nelson, C. A. | 2001 The A+ arts integrated school reform program was initially a four-year pilot program in 25 North Carolina schools, spread across the state. Morris, R. V. | 2001 This article describes a two-year-long case study of a seventh grade ancient world history social studies class in which the teacher used drama, along with other methods, as a central way to teach course content. 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. 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. Ross, J. | 2000 Sixty at-risk and incarcerated adolescents participated in jazz and hip-hop dance classes for ten weeks. 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. Upitis, R., Smithrim, K. & Soren, B.J. | 1999 This study describes the results of two Canadian teacher professional development programs designed to improve participants’ artistic knowledge and skills. Catterall, J., & Waldorf, L. | 1999 This study evaluates the Chicago Arts Partnerships in Education (CAPE), a program that provided grants to schools to form partnerships between local artists, arts agencies, and teachers to integrate arts across the school curriculum.
Music composition in the high school curriculum: A multiple case study
“I’m so offended!”: Curriculum flashpoints and critical arts education.
Embracing the Burden of Proof: New strategies for determining predictive links between arts integration teacher professional development, student arts learning, and student academic achievement outcomes
Arts Achieve, impacting student success in the arts: Preliminary findings after one year of implementation
Evaluation of professional development in the use of arts-integrated activities with mathematics content: Findings about program implementation
Cross-Study Findings: A View into a Decade of Arts Integration
Partnerships in arts Integration Research final reports.
Program Evaluation: Art Around the Corner
Partnerships between schools and the professional arts sector: Evaluation of impact on student outcomes
Activating student engagement through drama-based instruction
Art integration as school culture change: A cultural ecosystem approach to faculty development
Voices from the field: Teachers’ views on the relevance of arts integration
Ten year follow-up investigation of preservice generalist primary teachers’ background and confidence in teaching music
Passing on: The old head/younger dancer mentoring relationship in the cultural sphere of rhythm tap
Authentic arts-based learning in teacher education: a musical theatre experience
Evaluation of the nature and impact of the Creative Partnerships programme on the teaching workforce
Educational research: The art of problem solving.
How being a teaching artist can influence K-12 art education
Middle years teachers’ past experiences of the arts: Implications for teacher education
Arts integration professional development: teacher perspective and transfer to instructional practice
Applied theatre at the heart of educational reform: An impact and sustainability analysis
Using the Reggio exhibit to enrich teacher candidates’ perceptions of how children construct and represent knowledge
Science and theatre education: A cross-disciplinary approach of scientific ideas addressed to student teachers of early childhood education
Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures.
Learning to Teach the Creative Arts in Primary Schools Through Community Engagement
The impacts of the presence of the cultural dimension in schools on teachers and artists
A study of professional development for arts teachers: Building curriculum, community, and leadership in elementary schools.
Art student perceptions of the role of community service in Israeli teacher education
The mysteries of creative partnerships
Impact of arts integration on voice, choice, and access.
On the road to Durban: Using empowerment evaluation to grow teacher’s arts and culture curriculum knowledge
Arts in the Classroom Professional Development Program:Final Evaluation Report
Teaching literacy through art.
Artist-Teacher Partnerships in Learning: The in/between Spaces of Artist-Teacher Professional Development.
Artistic choices: A study of teachers who use the arts in the classroom
Third space: When learning matters
In the beginning: Young children and arts education.
Service learning in music education: Participant reflections.
Experiences of artists and artist-teachers involved in teacher professional development programs
The artistic and professional development of teachers: A study of teachers’ attitudes toward and use of the arts in teaching
Art education courses for elementary teachers: What really happens?
Amazing Grace and powerful medicine: A case study of an elementary teacher and the arts
The arts are an “R” too: Integrating the arts and improving student literacy (and more) in the Mississippi Arts Commission’s Whole Schools Initiative.
The arts and education reform: Lessons from a four-year evaluation of the A+ schools program, 1995-1999. (Executive Summary of the series of seven Policy Reports Summarizing the Four-Year Pilot of A+ Schools in North Carolina)
Drama and authentic assessment in a social studies classroom
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)
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)
Art and community: Creating knowledge through service in dance
Learning in and through the arts: The question of transfer.
When teachers become musicians and artists: Teacher transformation and professional development
Chicago Arts Partnerships in Education summary evaluation