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ERIC Number: ED520426
Record Type: Non-Journal
Publication Date: 2011-Jan
Pages: 78
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: N/A
Evaluation of the Artist Teacher Collaborative Program: Summary of Year 1 Findings. CRESST Report 784
Griffin, Noelle C.; Silk, Yael; Chow, Kirby A.; Chai, Yourim
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
The Artist-Teacher Collaborative (ATC) program is a partnership between the Armory Center for the Arts and Pasadena Unified School District (PUSD). A central goal of this program, which is supported by the U. S. Department of Education, is to provide sustained, rigorous professional development to 3rd through 5th grade PUSD teachers, instilling in them the skills and knowledge needed to deliver standards-based instruction in the visual arts to diverse student populations. Additionally, teachers learn how to integrate the PUSD's adopted visual arts curriculum, Science Research Associates' (SRA) Arts Connections, with the SRA Open Court English Language curriculum. The ATC program serves a cohort of 16 new teachers each semester, totaling 32 teachers each year. Each teacher receives 36 hours of professional development through a variety of activities during the course of the semester. Researchers from the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) led the independent evaluation of this project. For this evaluation, CRESST was responsible for constructing surveys for teachers to complete at multiple steps in the program implementation process. CRESST researchers also observed the classroom practices of a small sample of teachers in order to gather case study information about the "best practices" of participating teachers in the arts integration process. Additionally, CRESST analyzed the data using a combination of qualitative and quantitative techniques. CRESST evaluators will adapt the content of the data collection instruments (e.g., surveys) year to year to reflect the changes and refinements that are formatively made to the program. This year-end report addresses the ongoing success of the program based on the program's outcomes, formative feedback on strengths and weaknesses in the implementation process, and formative recommendations. Appendices include: (1) Pre- and Post- Program Teacher Surveys; (2) Interview Protocol; (3) Semi-Structural Focus Group Protocol; (4) Student Assessment: Shapes and Color; and (5) The List of Items for Each Scale Score. (Contains 6 tables, 1 figure and 1 footnote.)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing