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Download full textLudwig, Meredith Jane; Mengli, Song; Kouyate-Tate, Akua; Cooper, Jennifer E.; Phillips, Lori; Greenbaum, Sarah – Journal for Learning Through the Arts, 2014
In 2010, the Wolf Trap Foundation for the Performing Arts, Institute for Early Learning Through the Arts, was awarded an Arts in Education Model Development and Dissemination (AEMDD) grant to develop, implement, and disseminate a research-based program of professional development (PD) that equips prekindergarten and kindergarten teachers to infuse…
Descriptors: Art Education, Mathematics Instruction, Faculty Development, Preschool Teachers
Doyle, Dennis; Huie Hofstetter, Carolyn; Kendig, Julie; Strick, Betsy – Journal for Learning Through the Arts, 2014
CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and…
Descriptors: Art Education, Integrated Curriculum, Faculty Development, Educational Cooperation
Cunnington, Marisol; Kantrowitz, Andrea; Harnett, Susanne; Hill-Ries, Aline – Journal for Learning Through the Arts, 2014
The "Framing Student Success: Connecting Rigorous Visual Arts, Math and Literacy Learning" experimental demonstration project was designed to develop and test an instructional program integrating high-quality, standards-based instruction in the visual arts, math, and literacy. Developed and implemented by arts-in-education organization…
Descriptors: Art Education, Integrated Curriculum, Urban Schools, Elementary Schools
Scripp, Lawrence; Paradis, Laura – Journal for Learning Through the Arts, 2014
This article provides a window into Chicago Arts Partnerships in Education's (CAPE) Partnerships in Arts Integration Research (PAIR) project conducted in Chicago public schools (CPS) (pairresults.org), which statistically demonstrates how a three-year arts integration project can impact treatment versus control students in both academic and…
Descriptors: Art Education, Integrated Curriculum, Faculty Development, Academic Achievement
Saraniero, Patricia; Goldberg, Merryl R.; Hall, Brenda – Journal for Learning Through the Arts, 2014
This paper examines the impact of two approaches to teacher professional development in arts integration--a summer institute model and a model combining the summer institute with instructional coaching. In an experimental design, the intervention trained third and fourth grade teachers to integrate visual arts and theater into reading curriculum.…
Descriptors: Art Education, Integrated Curriculum, Faculty Development, Institutes (Training Programs)
Snyder, Lori; Klos, Patricial; Grey-Hawkins, Lauren – Journal for Learning Through the Arts, 2014
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 Bates Middle School, a low performing school that had been targeted for restructuring by the state. This improvement positively correlates with the implementation of the arts integration…
Descriptors: Art Education, Integrated Activities, Educational Change, Middle Schools
Whiting, Ellen; Wear, Delese; Aultman, Julie M.; Zupp, Laurie – Journal for Learning Through the Arts, 2012
A vast literature exists on teaching reflection and reflective practice to trainees in small groups, yet with few exceptions the literature does not address the benefits of these interactions to faculty. Like multiculturalism or cultural competency, the literature assumes that faculty have themselves "achieved" these propensities and that trainees…
Descriptors: Small Group Instruction, Medical Education, Humanities Instruction, Reflection
