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Scheckel, Benita Landesman; Kula, Stacy M. – Journal for Learning through the Arts, 2021
Because long-term English language learners (LTELs) in California normatively take two hours of English language instruction beginning in middle school, their schedules disallow participation in electives, such as arts, representing a significant opportunity gap. This mixed methods study examined the student, parent, and teacher experiences as…
Descriptors: English Language Learners, English (Second Language), Music Education, Singing
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Wright, Kallia O. – Journal for Learning through the Arts, 2020
The Sugar Plays are a family-focused health intervention. The goal of the play is to explore the experience of living with a Type 2 Diabetes Mellitus (T2DM) diagnosis in Appalachia. This present study examined audience reactions using three data-collection methods: (1) open-ended questionnaires, (2) participatory sketches and (3) semi-structured…
Descriptors: Family Programs, Health Education, Intervention, Diabetes
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Kuhn, Mason; Pepanyan, Marine; Tallakson, Denise – Journal for Learning through the Arts, 2020
This paper shares the results of an exploratory study that measured the change in Executive Function (EF) skills of At-Risk third-grade students with varying Adverse Childhood Experiences (ACEs) before and after an Arts-Integration (AI) program. Student EF skills were measured using the Minnesota Executive Function Scale (MEFS) and a statistically…
Descriptors: Executive Function, Grade 3, Elementary School Students, At Risk Students
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Casciano, Rebecca; Cherfas, Lina; Jobson-Ahmed, Lauren – Journal for Learning through the Arts, 2019
Little is known about the connection between arts-integrated education and social-emotional learning, particularly for students with disabilities. This paper draws on data from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE) to identify the mechanisms by which arts-integrated teaching…
Descriptors: Teaching Methods, Art Education, Social Development, Emotional Development
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Goldstein, Thalia R.; Lerner, Matthew D.; Paterson, Sarah; Jaeggi, Lena; Toub, Tamara Spiewak; Hirsh-Pasek, Kathryn; Golinkof, Roberta – Journal for Learning through the Arts, 2019
Arts programs are often credited with helping children with autism spectrum disorders (ASD) gain cognitive and social skills. As with all claims of transfer from experience in the arts to abilities in non-arts domains, empirical evidence is mixed, and often criticized for both imprecise methodologies and a lack of connection back to the art form…
Descriptors: Theater Arts, Autism, Pervasive Developmental Disorders, Program Effectiveness
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LeMire, Steven D.; Achtenberg, Lindsay; Opp, Dean – Journal for Learning through the Arts, 2017
The purpose of this study was to evaluate a summer performing arts (SPA) program using elements of a servant leadership model to assess potential impacts of a SPA program on leadership skills development. High school students enrolled in a SPA program were given both a pre- and post-survey that included leadership questions. There was a growth in…
Descriptors: Leadership Training, High School Students, Summer Programs, Art Education
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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
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Duma, Amy – Journal for Learning through the Arts, 2014
The John F. Kennedy Center for the Performing Arts has been involved in an intensive, sustained partnership with schools, Changing Education Through the Arts (CETA), since 1999. The CETA program is a whole school reform model designed to impact student learning and attitudes by building teachers' capacities to make arts integration one of their…
Descriptors: Partnerships in Education, Art Education, Integrated Curriculum, Theater Arts
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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
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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 arts…
Descriptors: Art Education, Integrated Curriculum, Faculty Development, Academic Achievement
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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)
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Ellrodt, John Charles; Fico, Maria; Harnett, Susanne; Ramsey, Lori Gerstein; Lopez, Angelina – Journal for Learning through the Arts, 2014
The Global Writes (GW) model is a well-designed performing arts integrated literacy program that builds local and global support among students, teachers, and arts partners through the use of innovative technologies. Through local partnerships between schools and arts organizations forged by GW, classroom teachers and local teaching artists build…
Descriptors: Art Education, Integrated Activities, Literacy, Writing Instruction
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Palmer Wolf, Dennie; Holochwost, Steven J.; Bar-Zemer, Tal; Dargan, Amanda; Selhorst, Anika – Journal for Learning through the Arts, 2014
The authors investigated the association between participation in Nations in Neighborhoods (NiN), a program of folk and traditional arts instruction, and achievement in English language arts in a sample of low-income elementary school students, many of whom were recent immigrants and English language learners. The program drew on the core…
Descriptors: Folk Culture, Program Effectiveness, Art Education, Language Arts
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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
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Mastrorilli, Tara M.; Harnett, Susanne; Zhu, Jing – Journal for Learning through the Arts, 2014
The "Arts Achieve: Impacting Student Success in the Arts" project involves a partnership between the New York City Department of Education (NYCDOE) and five of the city's premier arts organizations. "Arts Achieve" provides intensive and targeted professional development to arts teachers over a three-year period. The goal of the…
Descriptors: Partnerships in Education, Art Education, Professional Development, Art Teachers
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