www.AEP-Arts.org | @AEP_Arts
EDUCATION TRENDS www.ecs.org | @EdCommission
TUNE IN.
Explore emerging
education developments.
SEPT 2017
ESSA creates
flexibility allowing
states and
schools to more
fully explore and
leverage the arts in
K-12 teaching and
learning.
Research
indicates that
deeper learning
skills contribute
significantly
to a student’s
college, career
and citizenship
readiness.
Thirty years ago, in response to a K-12
public education system defined by
mediocrity1, with low student test scores
and widening gaps in achievement, the
accountability movement was born.
Federal and state education policies
focused on raising standards and
regularly assessing students. However,
over the years, many policymakers
and the public observed a connection
between the accountability movement
and an overemphasis on testing in
core subjects, such as English and
math, a narrowing of curricula and the
elimination of many important subjects,
including the arts.
Arts education
fosters critical deeper
learning skills, such
as collaboration and
perseverance, in
students.
Yet, research consistently shows that
arts education and the integration of
the arts into core subjects can have
dramatic effects on student success
— defined not just by student test
scores, but also critical skills, such as
creativity, teamwork and perseverance.
Research indicates that these skills
can be as effective predictors of long-
term success in college, careers and
citizenship as test scores.2,3
The Every Student Succeeds Act
(ESSA), which passed in late 2015, is
the first major federal law in more than
30 years offering states a significant
degree of flexibility to broaden —
rather than narrow — curricula, and
strongly encourages states to ensure all
students have access to a well-rounded
education, which includes the arts
and music.4 Armed with the evidence
presented in this report highlighting
the impressive effects education in and
through the arts can have on student
Beyond the Core: Advancing
student success through the arts
EMILY WORKMAN
EDUCATION
TRENDS
www.AEP-Arts.org | @AEP_Arts
2
EDUCATION TRENDS www.ecs.org | @EdCommission
success, state policymakers have an opportunity and
incentive to take advantage of the flexibility awarded
under ESSA related to the arts.
“Despite [deeper learning] skills’
central roles in our education and,
more broadly, our lives, education
policy has tended to overlook their
importance.”5
Bolstering Deeper
Learning Through Arts in
Education
Deeper Learning
The arts — including dance, music, theatre, media arts
and visual arts — bolster the development of what are
commonly referred to as deeper learning skills. Deeper
learning is an umbrella term defining the skills and
knowledge students need to attain success in college,
career and citizenship. Students that possess deeper
learning skills6:
1. Master core academic content.
2. Think criti.
Arts Integration For classroom: Meaning, principles, Benefits And More | Futu...Future Education Magazine
Benefits of Transforming a School through Arts Integration: 1. Enriched Learning Experience 2. Improved Academic Achievement 3. Fostering Creativity 4. Inclusivity and Empathy 5. Real-World Relevance
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
2
Modern Childhood Classroom
The Curriculum of the Modern Early Childhood Classroom
Lisa Bertie
ECE/311
Instructor Amanda Dixon
April 2, 2012
The Curriculum of the Modern Early Childhood Classroom
The age group that this curriculum is designed for is Kindergarten. The age range for kindergarten is five through seven.
There are many learning styles for example there are auditory leaners, visual learners, tactile learners, and those who learn best through reading the information. As teachers we must take this into account when developing a curriculum. It is important to begin teaching kindergarten age children the beginning skills of math, reading, science, music, and art. By making sure that the content is age appropriate and that the information is presented in a variety of ways so that students of different learning styles have the opportunity to absorb the information in the way that is easiest for them to learn. If we look at the different learning theories we will find one that makes the most sense to us as individuals for example I find the developmental theories of Jean Piaget to be very meaningful and will incorporate his theories into how I present information to the students.
I plan on including time for learning through play, circle time, and traditional teaching methods to communicate information and teach skills to the students. I think it is also important to make sure that the classroom is a safe learning environment. When dealing with a large group of individuals there are many different personalities in play and there can be conflict as a result. I feel it is important the make sure that the students understand that they do not have to like everyone in the class but they need to show each other respect.
My plan for a productive classroom environment includes making sure all learning styles are addressed and students have a safe interesting classroom.
References
Barnett, W. S. (2008). Growing and learning in preschool [Video file]. Retrieved from http://www.youtube.com/watch?v=or10f-YcM8Q
First School. (n.d.). Music theme preschool activities and crafts. Retrieved from http://www.first-school.ws/THEME/music.htm
Ginsburg, H.P., Lee, J.S., Boyd, J.S. (2008). Mathematics Education for Young Children: What It Is and How to Promote It. Social Policy Report. Retrieved from http://www.srcd.org/documents/publications/spr/22-1_early_childhood_math.pdf
Thomas, A.M. (2011). Hands-on science with squishy circuits. Retrieved from http://www.ted.com/talks/annmarie_thomas_squishy_circuits.html
225
5Dynamic Curriculum and Instruction in the
21st Century
Ulrich Baumgarten/Getty Images
Learning Objectives
After reading this chapter, you should be able to:
1. Identify elements of creativity in existing face-to-face and online learning curriculum.
2. Implement problem-based learning experiences with students that incorporate real-world
audiences.
3. Prepare an argument to integrate the nine elements of d ...
FACTS SCHOOL INTEGRATIONThe Benefits of SocioeconomicallyMargaritoWhitt221
FACTS SCHOOL INTEGRATION
The Benefits of Socioeconomically and Racially Integrated Schools and
Classrooms
APRIL 29, 2019
https://tcf.org/topics/education/school-integration/
https://tcf.org/
Research shows that racial and socioeconomic diversity in the classroom can provide students with a range of cognitive and
social benefits. And school policies around the country are beginning to catch up. Today, over 4 million students in America are
enrolled in school districts or charter schools with socioeconomic integration policies—a number that has more than doubled
since 2007.
Here’s why the growing momentum in favor of diversity in schools is good news for all students:
Academic and Cognitive Benefits
On average, students in socioeconomically and racially diverse schools—regardless of a student’s own economic status—have
stronger academic outcomes than students in schools with concentrated poverty.
Students in integrated schools have higher average test scores. On the 2011 National Assessment of Educational
Progress (NAEP) given to fourth graders in math, for example, low-income students attending more affluent schools scored
roughly two years of learning ahead of low-income students in high-poverty schools. Controlling carefully for students’
family background, another study found that students in mixed-income schools showed 30 percent more growth in test
scores over their four years in high school than peers with similar socioeconomic backgrounds in schools with concentrated
poverty.
Students in integrated schools are more likely to enroll in college. When comparing students with similar
socioeconomic backgrounds, those students at more affluent schools are 68 percent more likely to enroll at a four-year
college than their peers at high-poverty schools.
Students in integrated schools are less likely to drop out. Dropout rates are significantly higher for students in
segregated, high-poverty schools than for students in integrated schools. During the height of desegregation in the 1970s
and 1980s, dropout rates decreased for minority students, with the greatest decline in dropout rates occurring in districts
that had undergone the largest reductions in school segregation.
Integrated schools help to reduce racial achievement gaps. In fact, the racial achievement gap in K–12 education closed
more rapidly during the peak years of school desegregation in the 1970s and 1980s than it has overall in the decades that
followed—when many desegregation policies were dismantled. More recently, black and Latino students had smaller
achievement gaps with white students on the 2007 and 2009 NAEP when they were less likely to be stuck in high-poverty
school environments. The gap in SAT scores between black and white students continues to be larger in segregated
districts, and one study showed that change from complete segregation to complete integration in a district could reduce as
much as one quarter of the current SAT scor ...
Chen 1
Jacky Chen
Professor Navarro
English 1A
4 November, 2021
Arts Education Is Vital
Outline
● Art is necessary for adolescent growth. "The arts activate the brain's hippocampus, which
aids in the development of empathy and emotional awareness in youngsters" (Gert 9).
● The most practical method for improving conceptual learning and engagement in today's
standardized test-driven education system is to provide a distinctive informal setting,
such as bio-diversity gardens and parks and museum-like surroundings. Informal
education brings classroom topics to life by allowing students to apply principles taught
in class.
● The art curriculum in California has fluctuated throughout the decades due to financial
constraints and an almost exclusive emphasis on reading, arithmetic, and scientific
achievement. (Checker and Fishman 54).
● Art is the portrayal, application, or manifestation of creative skill and inventiveness via
visual mediums such as sculpture and painting.
● Kerry states that art education was created in response to several cultural influences.
Integrating art education into other fields of study is critical for schools, students, and
parents to develop abilities, culture, and morals.
Chen 2
● Throughout history, the threads have intermingled, and their fights have concentrated on
the essential issues facing American society, such as conceptions of enjoyment and work,
individuality and democracy, and what constituted social and scientific reality.
● It is even more crucial today, given the virus's prolonged isolation of students. The arts
help us to communicate with one another and feel sympathy for one another (Biesta).
● I claim that arts education is critical in California and that every kid, whether they
participate online or in person, has the right to access it.
Rough Draft
Art education is the process of acquiring information about the visual, tactile, and
performing arts. Additionally, visual arts education includes drawing, painting, and ceramics, and
this subset of art education laid the groundwork for the development of the others. As the world's
technology advances, art education incorporates cutting-edge trends such as photography, design,
film, and video. A competent educator instructs students using a sequential method based on
industry standards as part of the core curriculum. Teachers must develop strategies for
integrating arts into the classroom for the benefit of their pupils. These methods include
requiring students to write a screenplay, compose music to convey a subject, and create memory
dances, work arts, and theater based on the notion. Additionally, assigning students to create and
design promotional brochures and posters is an excellent method to integrate arts into the K-12
classroom. I claim that arts education is critical in California and that every kid, whether they
participate online or in person, has the right to access it.
Art is necessary for adolescen ...
ALTERNATIVE LEARNING SYSTEM (ALS) PROGRAM GRADUATES AND LEVEL OF READINESS TO...ijejournal
The research study was about the alternative learning system (ALS) program graduates and their level of readiness towards tertiary education in the municipality of Kabacan and M'lang, Cotabato, Philippines. The study sought to answer the level of readiness of the graduates’ from the Alternative Learning System Program towards tertiary education. A descriptive-correlation method of research was utilized, such as the t-test and correlation bivariate as statistical tools with purposive sampling techniques in identifying the sample of the population. The findings revealed that there was no significant difference between the ALS learning strand/subject and the subjects taken in higher education, and that the ALS graduate was prepared to enter tertiary education. Those whose preparation will depend on their stability, promises, and aims to constitute high perseverance as they face the changing environment are more interested and eager to bind themselves entirely to achieving their intended aims by expending effort and resources to fulfill their objectives.
Teacher Artist Partnership Programme: international seminar introduction, 28t...Graham Jeffery
Introduction to the UK context for creative and cultural partnership, for an international seminar in London as part of the Teacher-Artist Partnership programme (www.tapprogramme.org)
Grantmakers for Education Arts Education Impact GroupLakita Edwards
The Arts Education Impact Group of Grantmakers for Education aims to support education philanthropy in meeting its goals and priorities by incorporating arts in education as a strategic resource.
The Evolution of Education: Adapting Schools for the 21st Centuryhussanisoyat
The landscape of education is rapidly evolving in response to the changing needs of the 21st century. As we embrace technological advancements, globalization, and shifting societal dynamics, the traditional model of education is being reimagined to better prepare students for the challenges and opportunities of the modern world.
Running head THE ACADEMIC PERFORMANCE OF INTERNATIONAL STUDENTS .docxagnesdcarey33086
Running head: THE ACADEMIC PERFORMANCE OF INTERNATIONAL STUDENTS
THE ACADEMIC PERFORMANCE INTERNATIONAL STUDENTS 2
The Academic Performance of International Students
Introduction
The current trend of students seeking education from foreign countries drew the discourse toward factors that influence their academic performance. International students are individuals residing temporarily in a foreign country to pursue education, and their culture is different from the mainstream culture. Because of the cultural differences, the students come with their social conduct, values, and norms. In the process of adjusting, international students facing problems that require academic administration to understand and find ways of supporting the students in their academic achievements. To understand this, the study evaluates different sources of literature to find out factors, which influence the performance of international students.
The research would be important for stakeholders and decision holders in the education field overseeing the significant contribution of international students to the economy, academics, and social diversity. Understanding the issues affecting international students would help them in developing the appropriate adjustment mechanisms to cope with the language and cultural differences. In addition to factors influencing performance, the examined literature reveals the importance of good relationships between students as a way of promoting diversity and academic achievement. Overall, the evaluation of the sources indicates the significance of promoting awareness in the culturally diverse environment. The research enables the support of international students in their learning programs, and makes them competitive in the global education market.
The topics covered in the research literature include factors in the teaching and education policies. They cover challenges and needs of international students, modes of adjustment, and their importance to the economy and education system, language challenges, factors affecting academic performance, and the comparison between international and domestic students in terms of performance. All the topics contribute significantly in understanding the needs of international students and in developing and implementing policies to support them.
In the article, Jia Ren and Linda Serra Hagedorn discuss factors that influence the academic performance of international students. Ren and Hagedorn recognize that while there is significant number of international students in the United States, administrations are not yet addressing their needs completely. The authors argue that administrators and faculty members failed to understand international students. Consequently, the diverse nature of their needs remains unaddressed with the current programs in high learning institutions. They identified factors such as “English language proficiency, learning and study strategies.
Arts Integration For classroom: Meaning, principles, Benefits And More | Futu...Future Education Magazine
Benefits of Transforming a School through Arts Integration: 1. Enriched Learning Experience 2. Improved Academic Achievement 3. Fostering Creativity 4. Inclusivity and Empathy 5. Real-World Relevance
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
2
Modern Childhood Classroom
The Curriculum of the Modern Early Childhood Classroom
Lisa Bertie
ECE/311
Instructor Amanda Dixon
April 2, 2012
The Curriculum of the Modern Early Childhood Classroom
The age group that this curriculum is designed for is Kindergarten. The age range for kindergarten is five through seven.
There are many learning styles for example there are auditory leaners, visual learners, tactile learners, and those who learn best through reading the information. As teachers we must take this into account when developing a curriculum. It is important to begin teaching kindergarten age children the beginning skills of math, reading, science, music, and art. By making sure that the content is age appropriate and that the information is presented in a variety of ways so that students of different learning styles have the opportunity to absorb the information in the way that is easiest for them to learn. If we look at the different learning theories we will find one that makes the most sense to us as individuals for example I find the developmental theories of Jean Piaget to be very meaningful and will incorporate his theories into how I present information to the students.
I plan on including time for learning through play, circle time, and traditional teaching methods to communicate information and teach skills to the students. I think it is also important to make sure that the classroom is a safe learning environment. When dealing with a large group of individuals there are many different personalities in play and there can be conflict as a result. I feel it is important the make sure that the students understand that they do not have to like everyone in the class but they need to show each other respect.
My plan for a productive classroom environment includes making sure all learning styles are addressed and students have a safe interesting classroom.
References
Barnett, W. S. (2008). Growing and learning in preschool [Video file]. Retrieved from http://www.youtube.com/watch?v=or10f-YcM8Q
First School. (n.d.). Music theme preschool activities and crafts. Retrieved from http://www.first-school.ws/THEME/music.htm
Ginsburg, H.P., Lee, J.S., Boyd, J.S. (2008). Mathematics Education for Young Children: What It Is and How to Promote It. Social Policy Report. Retrieved from http://www.srcd.org/documents/publications/spr/22-1_early_childhood_math.pdf
Thomas, A.M. (2011). Hands-on science with squishy circuits. Retrieved from http://www.ted.com/talks/annmarie_thomas_squishy_circuits.html
225
5Dynamic Curriculum and Instruction in the
21st Century
Ulrich Baumgarten/Getty Images
Learning Objectives
After reading this chapter, you should be able to:
1. Identify elements of creativity in existing face-to-face and online learning curriculum.
2. Implement problem-based learning experiences with students that incorporate real-world
audiences.
3. Prepare an argument to integrate the nine elements of d ...
FACTS SCHOOL INTEGRATIONThe Benefits of SocioeconomicallyMargaritoWhitt221
FACTS SCHOOL INTEGRATION
The Benefits of Socioeconomically and Racially Integrated Schools and
Classrooms
APRIL 29, 2019
https://tcf.org/topics/education/school-integration/
https://tcf.org/
Research shows that racial and socioeconomic diversity in the classroom can provide students with a range of cognitive and
social benefits. And school policies around the country are beginning to catch up. Today, over 4 million students in America are
enrolled in school districts or charter schools with socioeconomic integration policies—a number that has more than doubled
since 2007.
Here’s why the growing momentum in favor of diversity in schools is good news for all students:
Academic and Cognitive Benefits
On average, students in socioeconomically and racially diverse schools—regardless of a student’s own economic status—have
stronger academic outcomes than students in schools with concentrated poverty.
Students in integrated schools have higher average test scores. On the 2011 National Assessment of Educational
Progress (NAEP) given to fourth graders in math, for example, low-income students attending more affluent schools scored
roughly two years of learning ahead of low-income students in high-poverty schools. Controlling carefully for students’
family background, another study found that students in mixed-income schools showed 30 percent more growth in test
scores over their four years in high school than peers with similar socioeconomic backgrounds in schools with concentrated
poverty.
Students in integrated schools are more likely to enroll in college. When comparing students with similar
socioeconomic backgrounds, those students at more affluent schools are 68 percent more likely to enroll at a four-year
college than their peers at high-poverty schools.
Students in integrated schools are less likely to drop out. Dropout rates are significantly higher for students in
segregated, high-poverty schools than for students in integrated schools. During the height of desegregation in the 1970s
and 1980s, dropout rates decreased for minority students, with the greatest decline in dropout rates occurring in districts
that had undergone the largest reductions in school segregation.
Integrated schools help to reduce racial achievement gaps. In fact, the racial achievement gap in K–12 education closed
more rapidly during the peak years of school desegregation in the 1970s and 1980s than it has overall in the decades that
followed—when many desegregation policies were dismantled. More recently, black and Latino students had smaller
achievement gaps with white students on the 2007 and 2009 NAEP when they were less likely to be stuck in high-poverty
school environments. The gap in SAT scores between black and white students continues to be larger in segregated
districts, and one study showed that change from complete segregation to complete integration in a district could reduce as
much as one quarter of the current SAT scor ...
Chen 1
Jacky Chen
Professor Navarro
English 1A
4 November, 2021
Arts Education Is Vital
Outline
● Art is necessary for adolescent growth. "The arts activate the brain's hippocampus, which
aids in the development of empathy and emotional awareness in youngsters" (Gert 9).
● The most practical method for improving conceptual learning and engagement in today's
standardized test-driven education system is to provide a distinctive informal setting,
such as bio-diversity gardens and parks and museum-like surroundings. Informal
education brings classroom topics to life by allowing students to apply principles taught
in class.
● The art curriculum in California has fluctuated throughout the decades due to financial
constraints and an almost exclusive emphasis on reading, arithmetic, and scientific
achievement. (Checker and Fishman 54).
● Art is the portrayal, application, or manifestation of creative skill and inventiveness via
visual mediums such as sculpture and painting.
● Kerry states that art education was created in response to several cultural influences.
Integrating art education into other fields of study is critical for schools, students, and
parents to develop abilities, culture, and morals.
Chen 2
● Throughout history, the threads have intermingled, and their fights have concentrated on
the essential issues facing American society, such as conceptions of enjoyment and work,
individuality and democracy, and what constituted social and scientific reality.
● It is even more crucial today, given the virus's prolonged isolation of students. The arts
help us to communicate with one another and feel sympathy for one another (Biesta).
● I claim that arts education is critical in California and that every kid, whether they
participate online or in person, has the right to access it.
Rough Draft
Art education is the process of acquiring information about the visual, tactile, and
performing arts. Additionally, visual arts education includes drawing, painting, and ceramics, and
this subset of art education laid the groundwork for the development of the others. As the world's
technology advances, art education incorporates cutting-edge trends such as photography, design,
film, and video. A competent educator instructs students using a sequential method based on
industry standards as part of the core curriculum. Teachers must develop strategies for
integrating arts into the classroom for the benefit of their pupils. These methods include
requiring students to write a screenplay, compose music to convey a subject, and create memory
dances, work arts, and theater based on the notion. Additionally, assigning students to create and
design promotional brochures and posters is an excellent method to integrate arts into the K-12
classroom. I claim that arts education is critical in California and that every kid, whether they
participate online or in person, has the right to access it.
Art is necessary for adolescen ...
ALTERNATIVE LEARNING SYSTEM (ALS) PROGRAM GRADUATES AND LEVEL OF READINESS TO...ijejournal
The research study was about the alternative learning system (ALS) program graduates and their level of readiness towards tertiary education in the municipality of Kabacan and M'lang, Cotabato, Philippines. The study sought to answer the level of readiness of the graduates’ from the Alternative Learning System Program towards tertiary education. A descriptive-correlation method of research was utilized, such as the t-test and correlation bivariate as statistical tools with purposive sampling techniques in identifying the sample of the population. The findings revealed that there was no significant difference between the ALS learning strand/subject and the subjects taken in higher education, and that the ALS graduate was prepared to enter tertiary education. Those whose preparation will depend on their stability, promises, and aims to constitute high perseverance as they face the changing environment are more interested and eager to bind themselves entirely to achieving their intended aims by expending effort and resources to fulfill their objectives.
Teacher Artist Partnership Programme: international seminar introduction, 28t...Graham Jeffery
Introduction to the UK context for creative and cultural partnership, for an international seminar in London as part of the Teacher-Artist Partnership programme (www.tapprogramme.org)
Grantmakers for Education Arts Education Impact GroupLakita Edwards
The Arts Education Impact Group of Grantmakers for Education aims to support education philanthropy in meeting its goals and priorities by incorporating arts in education as a strategic resource.
The Evolution of Education: Adapting Schools for the 21st Centuryhussanisoyat
The landscape of education is rapidly evolving in response to the changing needs of the 21st century. As we embrace technological advancements, globalization, and shifting societal dynamics, the traditional model of education is being reimagined to better prepare students for the challenges and opportunities of the modern world.
Running head THE ACADEMIC PERFORMANCE OF INTERNATIONAL STUDENTS .docxagnesdcarey33086
Running head: THE ACADEMIC PERFORMANCE OF INTERNATIONAL STUDENTS
THE ACADEMIC PERFORMANCE INTERNATIONAL STUDENTS 2
The Academic Performance of International Students
Introduction
The current trend of students seeking education from foreign countries drew the discourse toward factors that influence their academic performance. International students are individuals residing temporarily in a foreign country to pursue education, and their culture is different from the mainstream culture. Because of the cultural differences, the students come with their social conduct, values, and norms. In the process of adjusting, international students facing problems that require academic administration to understand and find ways of supporting the students in their academic achievements. To understand this, the study evaluates different sources of literature to find out factors, which influence the performance of international students.
The research would be important for stakeholders and decision holders in the education field overseeing the significant contribution of international students to the economy, academics, and social diversity. Understanding the issues affecting international students would help them in developing the appropriate adjustment mechanisms to cope with the language and cultural differences. In addition to factors influencing performance, the examined literature reveals the importance of good relationships between students as a way of promoting diversity and academic achievement. Overall, the evaluation of the sources indicates the significance of promoting awareness in the culturally diverse environment. The research enables the support of international students in their learning programs, and makes them competitive in the global education market.
The topics covered in the research literature include factors in the teaching and education policies. They cover challenges and needs of international students, modes of adjustment, and their importance to the economy and education system, language challenges, factors affecting academic performance, and the comparison between international and domestic students in terms of performance. All the topics contribute significantly in understanding the needs of international students and in developing and implementing policies to support them.
In the article, Jia Ren and Linda Serra Hagedorn discuss factors that influence the academic performance of international students. Ren and Hagedorn recognize that while there is significant number of international students in the United States, administrations are not yet addressing their needs completely. The authors argue that administrators and faculty members failed to understand international students. Consequently, the diverse nature of their needs remains unaddressed with the current programs in high learning institutions. They identified factors such as “English language proficiency, learning and study strategies.
www.elsevier.comlocatecompstrucComputers and Structures .docxjeffevans62972
www.elsevier.com/locate/compstruc
Computers and Structures 85 (2007) 235–243
On the treatment of uncertainties in structural mechanics and analysis q
G.I. Schuëller *
Institute of Engineering Mechanics, Leopold-Franzens University Innsbruck, Technikerstr. 13, 6020 Innsbruck, Austria
Received 9 August 2006; accepted 31 October 2006
Available online 22 December 2006
Abstract
In this paper the need for a rational treatment of uncertainties in structural mechanics and analysis is reasoned. It is shown that the
traditional deterministic conception can be easily extended by applying statistical and probabilistic concepts. The so-called Monte Carlo
simulation procedure is the key for those developments, as it allows the straightforward use of the currently used deterministic analysis
procedures.
A numerical example exemplifies the methodology. It is concluded that uncertainty analysis may ensure robust predictions of vari-
ability, model verification, safety assessment, etc.
� 2006 Elsevier Ltd. All rights reserved.
Keywords: Uncertainty; Monte Carlo simulaton; Finite elements; Response variability; Model verification; Robustness
1. Introduction
Structural mechanics analysis up to this date, generally is
still based on a deterministic conception. Observed varia-
tions in loading conditions, material properties, geometry,
etc. are taken into account by either selecting extremely
high, low or average values, respectively, for representing
the parameters. Hence, this way, uncertainties inherent in
almost every analysis process are considered just intuitively.
Observations and measurements of physical processes,
however, show not only variability, but also random char-
acteristics. Statistical and probabilistic procedures provide
a sound frame work for a rational treatment of analysis
of these uncertainties. Moreover there are various types of
uncertainties to be dealt with. While the uncertainties in
mechanical modeling can be reduced as additional knowl-
edge becomes available, the physical or intrinsic uncertain-
ties, e.g. of environmental loading, can not. Furthermore,
0045-7949/$ - see front matter � 2006 Elsevier Ltd. All rights reserved.
doi:10.1016/j.compstruc.2006.10.009
q Plenary Keynote Lecture presented at the 3rd MIT Conference on
Computational Fluid and Solid Mechanics, Boston, MA, USA, June 14–
17, 2005.
* Tel.: +43 512 507 6841; fax: +43 512 507 2905.
E-mail address: [email protected]
the entire spectrum of uncertainties is also not known. In
reality, neither the true model nor the model parameters
are deterministically known. Assuming that by finite ele-
ment (FE) procedures structures and continua can be repre-
sented reasonably well the question of the effect of the
discretization still remains. It is generally expected, that
an increase in the size of the structural models, in terms of
degrees of freedom, will increase the level of realism of the
model. Comparisons with measurements, however, clearly
show that this expect.
www.ebook3000.comList of Cases by ChapterChapter 1.docxjeffevans62972
www.ebook3000.com
List of Cases by Chapter
Chapter 1
Development Projects in Lagos, Nigeria 2
“Throwing Good Money after Bad”: the BBC’s
Digital Media Initiative 10
MegaTech, Inc. 29
The IT Department at Hamelin Hospital 30
Disney’s Expedition Everest 31
Rescue of Chilean Miners 32
Chapter 2
Tesla’s $5 Billion Gamble 37
Electronic Arts and the Power of Strong Culture
in Design Teams 64
Rolls-Royce Corporation 67
Classic Case: Paradise Lost—The Xerox Alto 68
Project Task Estimation and the Culture of “Gotcha!” 69
Widgets ’R Us 70
Chapter 3
Project Selection Procedures: A Cross-Industry
Sampler 77
Project Selection and Screening at GE: The Tollgate
Process 97
Keflavik Paper Company 111
Project Selection at Nova Western, Inc. 112
Chapter 4
Leading by Example for the London Olympics—
Sir John Armitt 116
Dr. Elattuvalapil Sreedharan, India’s Project
Management Guru 126
The Challenge of Managing Internationally 133
In Search of Effective Project Managers 137
Finding the Emotional Intelligence to Be a Real Leader 137
Problems with John 138
Chapter 5
“We look like fools.”—Oregon’s Failed Rollout
of Its ObamacareWeb Site 145
Statements of Work: Then and Now 151
Defining a Project Work Package 163
Boeing’s Virtual Fence 172
California’s High-Speed Rail Project 173
Project Management at Dotcom.com 175
The Expeditionary Fighting Vehicle 176
Chapter 6
Engineers Without Borders: Project Teams Impacting
Lives 187
Tele-Immersion Technology Eases the Use of Virtual
Teams 203
Columbus Instruments 215
The Bean Counter and the Cowboy 216
Johnson & Rogers Software Engineering, Inc. 217
Chapter 7
The Building that Melted Cars 224
Bank of America Completely Misjudges Its Customers 230
Collapse of Shanghai Apartment Building 239
Classic Case: de Havilland’s Falling Comet 245
The Spanish Navy Pays Nearly $3 Billion for a Submarine
That Will Sink Like a Stone 248
Classic Case: Tacoma Narrows Suspension Bridge 249
Chapter 8
Sochi Olympics—What’s the Cost of National
Prestige? 257
The Hidden Costs of Infrastructure Projects—The Case
of Building Dams 286
Boston’s Central Artery/Tunnel Project 288
Chapter 9
After 20 Years and More Than $50 Billion, Oil is No Closer
to the Surface: The Caspian Kashagan Project 297
Chapter 10
Enlarging the Panama Canal 331
Project Scheduling at Blanque Cheque Construction (A) 360
Project Scheduling at Blanque Cheque Construction (B) 360
Chapter 11
Developing Projects Through Kickstarter—Do Delivery
Dates Mean Anything? 367
Eli Lilly Pharmaceuticals and Its Commitment to Critical
Chain Project Management 385
It’s an Agile World 396
Ramstein Products, Inc. 397
Chapter 12
Hong Kong Connects to the World’s Longest Natural
Gas Pipeline 401
The Problems of Multitasking 427
Chapter 13
New York City’s CityTime Project 432
Earned Value at Northrop Grumman 451
The IT Department at Kimble College 463
The Superconducting Supercollider 464
Boeing’s 787 Dreamliner: Failure to Launch 465
Chapter 14.
wsb.to&NxQXpTHEME Leading with LoveAndreas J. Kӧste.docxjeffevans62972
wsb.to/&NxQXp
THEME: Leading with Love
Andreas J. Kӧstenberger & David Crowther
Introduction
At the outset of this chapter, it should be frankly acknowledged that the Johannine Letters were not originally intended primarily to provide a theology of leadership. Nevertheless, a closer examination of these three letters reveals the way in which the author relates to and provides leadership for the people in the congregations to which the letters are written. The author’s relationship with his recipients in these three letters does not directly correspond to a modern model of leadership because of his unique role in the churches to which he is writing. Yet his faithful and caring relationship can provide an example to Christian leaders in every age. In order to grasp the lessons on leadership in the Johannine Epistles, one must consider the identity of the author of these letters, the source of his authority, his relationship with his audience, and the nature of the conflict addressed in his third letter.
Original Setting
The Authorship of the Letters
The author of 1, 2 and 3 John is never named except for the title “elder” in 2 and 3 John. The early church accepted all three letters into the canon in the belief that John the apostle, the son of Zebedee, was the author.[1] While the author of these letters was doubtless known to his initial readers, the modern reader is indebted to the early church for preserving the tradition of authorship. Sources from the late second and early third centuries, such as the Muratorian Fragment (c. ad 180) and church fathers Tertullian (c. ad 160–215) and Clement of Alexandria (c. ad 155–220), ascribe authorship to John the son of Zebedee.
However, not only the external but also the internal evidence points to Johannine authorship. First, in 1 John 1:1–4 the author claims to be an eyewitness of Jesus. Although the first-person plural reference (“we”) in the author’s description of what he has heard, seen, and touched may include his audience because they share in the tradition that was handed down (alternatively, the reference is to the apostles; cf. John 1:14; 2:11), there is a clear distinction between the author and his recipients with regard to their firsthand knowledge of Jesus (cf.1 John 1:2–3). While the author may use the first-person plural reference to identify with his audience, 1 John 1:1–2 indicates that the author is a personal eyewitness of the incarnate Christ.[2]
Second, all three of the Johannine letters contain similar vocabulary, style, and theology. In fact, the relationship between the letters is so strong that the majority of modern scholars view them as coming from one author—albeit not all agree that their author is the same as the author of the Fourth Gospel.[3] For instance, among the Johannine letters one can identify a common background in which itinerant teachers with competing theological agendas threatened the confession of the Johannine churches.[4] In response to such threa.
WSJ Executive Adviser (A Special Report) TheCase Against .docxjeffevans62972
WSJ Executive Adviser (A Special Report): The
Case Against Corporate Social Responsibility:
The idea that companies have a duty to address
social ills is not just flawed, argues Aneel
Karnani; It also makes it more likely that we'll
ignore the real solutions to these problems
Karnani, Aneel . Wall Street Journal , Eastern edition; New York, N.Y. [New York, N.Y]23 Aug 2010: R.1.
ProQuest document link
ABSTRACT
[...] the fact is that while companies sometimes can do well by doing good, more often they can't. Because in most
cases, doing what's best for society means sacrificing profits.
FULL TEXT
Can companies do well by doing good? Yes -- sometimes.
But the idea that companies have a responsibility to act in the public interest and will profit from doing so is
fundamentally flawed.
Large companies now routinely claim that they aren't in business just for the profits, that they're also intent on
serving some larger social purpose. They trumpet their efforts to produce healthier foods or more fuel-efficient
vehicles, conserve energy and other resources in their operations, or otherwise make the world a better place.
Influential institutions like the Academy of Management and the United Nations, among many others, encourage
companies to pursue such strategies.
It's not surprising that this idea has won over so many people -- it's a very appealing proposition. You can have
your cake and eat it too!
But it's an illusion, and a potentially dangerous one.
Very simply, in cases where private profits and public interests are aligned, the idea of corporate social
responsibility is irrelevant: Companies that simply do everything they can to boost profits will end up increasing
social welfare. In circumstances in which profits and social welfare are in direct opposition, an appeal to corporate
social responsibility will almost always be ineffective, because executives are unlikely to act voluntarily in the
public interest and against shareholder interests.
Irrelevant or ineffective, take your pick. But it's worse than that. The danger is that a focus on social responsibility
will delay or discourage more-effective measures to enhance social welfare in those cases where profits and the
public good are at odds. As society looks to companies to address these problems, the real solutions may be
ignored.
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
To get a better fix on the irrelevance or ineffectiveness of corporate social responsibility efforts, let's first look at
situations where profits and social welfare are in synch.
Consider the market for healthier food. Fast-food outlets have profited by expanding their offerings to include
salads and other options designed to appeal to health-conscious consu.
WRTG 293 students, Your first writing assignment will be .docxjeffevans62972
WRTG 293 students,
Your first writing assignment will be to rewrite a set of instructions. The scenario for this
assignment is described below.
________________________
You have just taken a position as a student worker for the Communications Arts Department at
Anderson College. You began your job last week.
Anderson College has an enrollment of 10,000 students. Among this student population, 20% of
the students are international students for whom English is not a native language, 10% of the
students are dual-enrollment high school students, 20% of the students are graduate students, and
the remaining 50% of the student population consists of a mixture of adult learners and
traditional students.
Anderson adopted LEO as its learning management system two years ago. Anderson uses LEO
for both its online classes and its hybrid classes.
Since moving to LEO, Dr. Richard Johnson, Dean of the Undergraduate School at Anderson, and
Dr. Lynn Peterson, Dean of the Graduate School at Anderson, have noticed that both students
taking classes at Anderson and instructors teaching at Anderson are often not aware of the
different settings one can choose to view discussions in LEO. This lack of awareness has caused
confusion and frustration as students and faculty members have attempted to navigate through
the discussions in their classes.
Dr. Johnson and Dr. Peterson tried to address this problem two months ago. At that time, they
asked the previous student worker to write instructions on how to change the settings for
discussions in LEO for the optimal viewing arrangement.
The previous student worker wrote some instructions. However, the worker wrote them very
unprofessionally and poorly. They cannot be distributed to students in their current form.
Moreover, shortly after the student worker finished the instructions, he left his position for
another job.
As a result, Anderson College now has a set of poorly designed instructions that it cannot send
out to students and faculty members. Meanwhile, students and faculty members are still
experiencing frustration with the system, and they need a document that guides them through
how to adjust their settings in LEO for viewing discussions.
Dr. Johnson, who is your immediate supervisor, has now asked you, the new student worker, to
rewrite the instructions that the previous student worker wrote. He has asked you to use the
same graphics the previous student worker used. He has also suggested that you use arrows to
point to sections of the graphics if such arrows can help in understanding specific steps in the
instructions.
Keep in mind that potentially 10,000 students will be using the instructions, in addition to
various faculty members. The instructions should be clear, professional, and well designed.
Moreover, you will want to consider the different types of students at Anderson College,
including their backgrounds and their var.
Writtenn papers include the following minimum elementsCompany.docxjeffevans62972
Writtenn papers include the following minimum elements:
Company Background
Evaluation of the Supply Chain Processes
Drivers of Supply Chain Performance
Network Design
Risk Mitigation within the Supply Chain
Forecasting Practices
Sales & Operations Planning
Inventory Management Practices
Use of Transportation
Decisions in Sourcing
Use of Information Technology for Supply Chain Optimization
Supply Chain Sustainability with Learning Outcomes & Recommendations
.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
1. www.AEP-Arts.org | @AEP_Arts
EDUCATION TRENDS www.ecs.org | @EdCommission
TUNE IN.
Explore emerging
education developments.
SEPT 2017
ESSA creates
flexibility allowing
states and
schools to more
fully explore and
leverage the arts in
K-12 teaching and
learning.
Research
indicates that
deeper learning
skills contribute
significantly
to a student’s
college, career
and citizenship
readiness.
Thirty years ago, in response to a K-12
public education system defined by
2. mediocrity1, with low student test scores
and widening gaps in achievement, the
accountability movement was born.
Federal and state education policies
focused on raising standards and
regularly assessing students. However,
over the years, many policymakers
and the public observed a connection
between the accountability movement
and an overemphasis on testing in
core subjects, such as English and
math, a narrowing of curricula and the
elimination of many important subjects,
including the arts.
Arts education
fosters critical deeper
learning skills, such
as collaboration and
perseverance, in
students.
Yet, research consistently shows that
arts education and the integration of
the arts into core subjects can have
dramatic effects on student success
— defined not just by student test
scores, but also critical skills, such as
creativity, teamwork and perseverance.
Research indicates that these skills
can be as effective predictors of long-
term success in college, careers and
citizenship as test scores.2,3
3. The Every Student Succeeds Act
(ESSA), which passed in late 2015, is
the first major federal law in more than
30 years offering states a significant
degree of flexibility to broaden —
rather than narrow — curricula, and
strongly encourages states to ensure all
students have access to a well-rounded
education, which includes the arts
and music.4 Armed with the evidence
presented in this report highlighting
the impressive effects education in and
through the arts can have on student
Beyond the Core: Advancing
student success through the arts
EMILY WORKMAN
EDUCATION
TRENDS
www.AEP-Arts.org | @AEP_Arts
2
EDUCATION TRENDS www.ecs.org | @EdCommission
success, state policymakers have an opportunity and
incentive to take advantage of the flexibility awarded
under ESSA related to the arts.
“Despite [deeper learning] skills’
central roles in our education and,
more broadly, our lives, education
4. policy has tended to overlook their
importance.”5
Bolstering Deeper
Learning Through Arts in
Education
Deeper Learning
The arts — including dance, music, theatre, media arts
and visual arts — bolster the development of what are
commonly referred to as deeper learning skills. Deeper
learning is an umbrella term defining the skills and
knowledge students need to attain success in college,
career and citizenship. Students that possess deeper
learning skills6:
1. Master core academic content.
2. Think critically and solve complex problems.
3. Work collaboratively.
4. Communicate effectively.
5. Learn how to learn.
6. Develop academic mindsets.
Unique instructional strategies play a necessary role in
facilitating deeper learning skills, such as project-based
learning, individual learning plans, and performance-
based assessments and portfolios.7 Arts education
frequently utilizes strategies such as these, thereby further
supporting the development of deeper learning skills.
Some critics argued that many policy agendas wrongly
focused on a “cognitive hypothesis” that favors a small
set of cognitive skills, thereby neglecting the potential
5. impact of deeper learning skills.8,9 Yet, deeper learning
skills play an essential role in student success, with
countless research studies showing that skills, such as
self-discipline and collaboration, significantly affect
K-12 student achievement. In a longitudinal study of 140
eighth-grade students, self-discipline predicted final
grades, school attendance, standardized test scores and
selection into a competitive high school program the
following spring.10 Similarly, in a meta-analysis of more
than 200 in-school interventions to enhance social and
emotional skills, researchers found an estimated gain in
academic performance equivalent to 11 percentage points
for all assessed students in grades K-12.11
In many instances, the critical time when students
should utilize well-established deeper learning skills is
during the transition from high school to college or to
the workforce. Research suggests that one of the major
reasons students struggle in college is that they are ill-
prepared to participate in classes requiring them to work
with others on complex problem solving, draw inferences
and be independent, self-reliant learners who recognize
when they are struggling and know how to seek help.12
Fewer than two-thirds of students who entered four-
year colleges in 2009 seeking a bachelor’s degree
received their degree six years later.13 Similarly, when the
National Association of Colleges and Employers asked
employers what skills they prioritize when recruiting,
they unequivocally listed ability to work well on teams,
decisive problem solving and effective communication —
each an example of a deeper learning skill.14
www.AEP-Arts.org | @AEP_Arts
6. 3
EDUCATION TRENDS www.ecs.org | @EdCommission
Arts and Student Success
Arts-based instruction is unique in that it has been shown
to not only directly affect students’ academic success,
but also indirectly does so by improving deeper learning
skills. The effects can be particularly significant for at-risk
populations, including low-income and English language
learners (ELLs).15,16
Arts in education is most effective when integrated into
other academic subjects in a process known as integrated
J Understanding human experiences, both past and present.
J Teamwork and collaboration.
J Creatively making decisions and solving problems when no
prescribed answers exist.
J Adapting to and respecting others’ diverse ways of thinking,
working and expressing themselves.
J Understanding the influence of the arts and their power to
create and reflect cultures.
J Analyzing nonverbal communication and making informed
judgments.
J Communicating effectively.19
Arts in education benefits both students and society, because
students of the arts disciplines gain
7. powerful tools for:
Select Research Into the Effects of the Arts on Deeper Learning
Skills and Student Achievement
STUDY ARTS IN EDUCATION STRATEGY
DEEPER LEARNING
SKILLS AFFECTED EFFECTS ON STUDENT
ACHIEVEMENT
Learning to think
critically: A visual art
experiment20
A museum field trip led
by trained arts educators.
Critical thinking
Younger students and those from
more disadvantaged backgrounds
used significantly more critical thinking
strategies compared to those who had
not visited the art museum.
Thinking Through
Art: Isabella Stewart
Gardner Museum
School Partnership
Program year three
research results21
A multi-visit museum
education program
for elementary school
students.
8. Critical thinking
Treatment students displayed greater
instances of observation, interpretation,
association, comparison, flexible
thinking and evidence at school and at
the museum.
Creative Advantage
schools: 2015
Progress Report22
A city-wide effort to
create a K-12 continuum
of arts education for
every student.
All deeper learning
skills
Thirty-four percent increase in students
demonstrating 21st century skills –
especially creativity, critical thinking,
communication and perseverance.23
arts learning. Integrated arts learning is defined as “an
approach to teaching and learning in which students
engage in a creative process that connects an art form
with another subject to promote deeper learning in
both.”17 The intended outcome is not only for the student
to become proficient in the art, but also to support the
student’s understanding of a core subject. For example,
drama can provide an ELL student with a unique
opportunity to learn vocabulary or experiment with the
different communication styles of the English language.18
9. www.AEP-Arts.org | @AEP_Arts
4
EDUCATION TRENDS www.ecs.org | @EdCommission
STUDY ARTS IN EDUCATION STRATEGY
DEEPER LEARNING
SKILLS AFFECTED EFFECTS ON STUDENT
ACHIEVEMENT
The art of empathy:
A mixed methods
case study of a
critical place-based
art education
program24
Place-based art
education program.
The curriculum for the
program focused on
ecological imagination,
defined as using art to
understand the role of
the self within, and the
impact of humans on the
environment.
Work collaboratively
and communicate
effectively
10. Students showed growth in ecological
awareness.
Increasing the
school engagement
and oral language
skills of ELLs
through arts
integration in the
primary grades25
Arts integration program
led by teaching artists
and classroom teachers
that provides lessons in
visual arts, theatre and
dance to students in high-
poverty schools.
Learn how to learn;
communicate
effectively and adopt
an academic mindset
Among K-2 students, speaking and
listening skills for ELL students,
as measured by California English
Language Development Test (CELDT)
scores, improved significantly. Plus,
attendance rates were significantly
higher on days with scheduled art
lessons than on days without.
How the arts help
children to create
healthy social
11. scripts: Exploring
the perceptions
of elementary
teachers26
Drama and music
integrated lessons
with first-fourth-grade
students.
Communication
In particular, drama education resulted
in positive social-emotional outcomes
for students.
Dance education successfully taught
students about respect and personal
boundaries.
Attention and
Perseverance
Behaviors of
Preschool Children
Enrolled in Suzuki
Violin Lessons and
Other Activities27
Individual and group
Suzuki violin lesson.
Learn how to learn
Students studying violin scored high on
all attention task variables and spent
significantly more time on perseverance
12. tasks.
“The interdependence between cognitive and
[deeper learning] skills indicate that we may fail to
boost cognitive skills unless we pay closer attention
to [deeper learning] skills. In other words, focusing
on [deeper learning] skills may further improve
reading, writing and mathematics performance.”28
www.AEP-Arts.org | @AEP_Arts
5
EDUCATION TRENDS www.ecs.org | @EdCommission
Expanding Arts in
Education Programs
As state education leaders begin to refocus their efforts
on providing K-12 students with a well-rounded education
that includes the arts, existing initiatives can serve as
promising examples. Innovative leaders across the
country are exploring arts-based programs for students
to keep them engaged and to foster deeper learning
skills. The following programs successfully increased
access to the arts in education in public schools. Schools,
districts and communities initiated the programs and it is
districts, foundations and community organizations that
often provide funding through a cooperative effort.
District-Led Initiatives
Boston Public Schools Arts Expansion Initiative
In 2008, the Boston Public Schools Arts Expansion Initiative
13. launched with the goal of ensuring all pre-K-8 students
receive once weekly, yearlong arts instruction and providing
access to targeted arts programs for high school students.
As of 2016, a total of 17,000 additional pre-k-12 students
experienced arts during the school day with 94 percent
of pre-k-8 students receiving weekly instruction.29 A true
public-private partnership, program funding is provided by
foundation supports, a significant investment by the local
school district and local community groups, including the
mayor’s office.30 Unique to most other programs, is the
district’s substantial $11 million investment.31
Seattle Public Schools Creative Advantage
In 2013, Seattle Public Schools launched the Creative
Advantage initiative to increase access to high-quality
arts education for all students in response to finding that
40 percent of public school K-3 students in the district
received no arts instruction and that a student’s race
and ethnicity, and/or ELL and Free and Reduced Lunch
status was predictive of arts access. The program began
serving schools with the greatest need and expands
its services across the district each year. From 2013-15,
the largest investment came directly from the district —
$1.4 million towards certified arts teachers, professional
development, materials and arts assessments.32 This
past school year, teachers began administering the 21st
Century Arts Common Assessments that intentionally
teach and assess 21st century skills. The program has
already boasted positive results by increasing the number
of students demonstrating 21st century skills and access
to trained art teachers.33
School-Wide Initiatives
A+ Schools Program
14. Established in 1995, the A+ Schools Program began in
North Carolina. To date, North Carolina boasts 46 schools
as part of the A+ Schools Program, a whole-school reform
model that views the arts as fundamental to teaching and
learning in all subjects.34 Program approaches include: 1)
Arts integration — bringing together arts and non-arts
objectives to create hands-on, experiential, connected
and meaningful learning experiences, 2) Arts education
— developing an understanding and comfort in the
elements, principles, history, processes and works of each
art form, and 3) Arts exposure — creating opportunities
for students and staff to experience artistic works,
performances and careers both in the school and in the
community.35 An evaluation of Oklahoma’s program,
another state utilizing the A+ Schools Program, found
that the program increases student achievement and
boosts attendance and decreases discipline problems.36,37
A+ Schools Program also works with pilot sites across the
country to continue to expand.
Community-Led Initiatives
School of Arts and Culture at the Mexican Heritage Plaza
The School of Arts and Culture at the Mexican Heritage
Plaza in San Jose, California brings the benefits of arts into
a disadvantaged community. The Plaza offers arts-based
programs, such as dance, painting, music and leadership
trainings, ensuring children can access unique and culturally-
relevant learning opportunities. The Plaza’s goal is to
“narrow the opportunity gap in arts education and learning,
nurture the joy, creativity and well-being of our children
http://www.bpsarts.org/bps-arts-expansion.html
http://www.creativeadvantageseattle.org/
https://aplus-schools.ncdcr.gov/
15. http://schoolofartsandculture.org/
www.AEP-Arts.org | @AEP_Arts
6
EDUCATION TRENDS www.ecs.org | @EdCommission
and unleash the talent of our next generation of students,
leaders, artists and consumers of culture.”38 Schools and the
local community have open access to the facilities.
Policy Considerations
ESSA creates new momentum behind subjects like the
arts by encouraging states to ensure all students have
access to a well-rounded education. This represents an
acknowledgment that students require skills that reach far
beyond what they can achieve in an English or math class.
Education Commission of the States’ report, ESSA:
Mapping opportunities for the arts, provides seven
unique ways states and districts can engage arts in the
ongoing work of ESSA. The Arts Education Partnership
also presents critical strategies states and districts can
consider to meet its 2020 Action Agenda for Advancing
the Arts in Education. This report provides evidence
that arts education is a worthwhile investment that can
support meaningful and long-term student success.
Small policy changes and local investments in arts
education can lead to meaningful effects for students. To
begin with, state and local education leaders can use the
following policy considerations to better identify areas
for expansion based on what works in their unique policy
landscape. Examples include offering arts integration
16. strategies in existing teacher and school leader
professional development, creating a pilot program to
expand access to the arts in high-need districts before
expanding statewide, or requiring schools to report
arts-related data on accountability report cards prior to
including it as an indicator for school ratings.
Select Considerations for
Policymakers
State-Level:
J Create a task force consisting of department of
education staff and local arts education stakeholders
to create an arts education plan for public school.
J Include arts in high school graduation requirements.
J Include in ESSA state plans.39
➡ Address access and participation rates in arts
education as part of state accountability and/or
reporting systems.
➡ Address the arts as part of a well-rounded education.
➡ Include arts education within after-school 21st
century community learning center programs.
J Revisit the state accountability system.
➡ Include arts assessments in the state accountability
system.
➡ Consider competency-based models for learning and
assessment.
J Provide targeted professional development for
17. educators.
J Incorporate the arts as an essential component of all
educator workforce development programs.40
J Incorporate learning in the arts as part of a
comprehensive definition of college, career and
citizenship readiness.
Local Level:
J Engage and build relationships with key arts and
education stakeholders invested in education
improvement.41
➡ Seek out foundation and community organization
funding opportunities and engage them in public/
private partnerships.
➡ Provide targeted professional development for
educators including arts integration strategies.
➡ Encourage leaders to: (1) establish a school-wide
commitment to arts learning; (2) create an arts-rich
learning environment; and/or (3) revisit the use of
time/resources.42
https://www.ecs.org/ec-
content/uploads/ESSA_Mapping_the_opportunities_for_the_arts
-3.pdf
https://www.ecs.org/ec-
content/uploads/ESSA_Mapping_the_opportunities_for_the_arts
-3.pdf
http://www.aep-arts.org/wp-
content/uploads/2017_AEP_2020_Action_Agenda.pdf
http://www.aep-arts.org/wp-
18. content/uploads/2017_AEP_2020_Action_Agenda.pdf
www.AEP-Arts.org | @AEP_Arts
7
EDUCATION TRENDS www.ecs.org | @EdCommission
ENDNOTES
1. United States. National Commission on Excellence
in Education. Department of Education. A Nation
at Risk : the Imperative for Educational Reform : a
Report to the Nation and the Secretary of Education,
(Washington, DC: United States Department of
Education, 1983).
2. Pamela Qualter, et. al, “Ability emotional intelligence,
trait emotional intelligence, and academic success
in British secondary schools: A 5 year longitudinal
study,” Science Direct, vol 22, no. 1, (2012): 83-91.
3. Emma Garcia, “The Need to Address Noncognitive
Skills in The Education Policy Agenda,” Economic
Policy Institute, no. 386 (2014), http://files.eric.ed.gov/
fulltext/ED558126.pdf (accessed July 12, 2017).
4. Scott D. Jones and Emily Workman, ESSA’s
Well-Rounded Education (Denver: Education
Commission of the States, 2016), 3, http://www.ecs.
org/ec-content/uploads/ESSAs-Well-Rounded-
Education-1.pdf (accessed June 27, 2017).
5. Emma Garcia, “The Need to Address Noncognitive
Skills in The Education Policy Agenda,” Economic
19. Policy Institute, no. 386 (2014):3, http://files.eric.
ed.gov/fulltext/ED558126.pdf (accessed July 12,
2017).
6. William and Flora Hewlett Foundation, Deeper
Learning Competencies. (California: William and
Flora Hewlett Foundation, 2013), 1, http://www.
hewlett.org/wp-content/uploads/2016/08/Deeper_
Learning_Defined__April_2013.pdf (accessed June
24, 2017).
7. Stephanie Aragon. Deeper learning: A primer for
state legislators. (Denver: Education Commission of
the States, 2015), 2, http://www.ecs.org/ec-content/
uploads/Deeper-learning-A-primer-for-state-
legislators.pdf (accessed July 12, 2017).
8. Paul Tough, How Children Succeed: Grit, Curiosity,
and the Hidden Power of Character (New York:
Mariner Books, 2012).
9. Emma Garcia, “The Need to Address Noncognitive
Skills in The Education Policy Agenda,” Economic
Policy Institute, no. 386 (2014):6, http://files.eric.
ed.gov/fulltext/ED558126.pdf (accessed July 12, 2017).
10. Angela L. Duckworth and Martin E.P. Seligman,
“Self-Discipline Outdoes IQ in Predicting Academic
Performance of Adolescents.” Psychological Science,
vol. 16, no. 12 (2005), 939–944.
11. J. A. Durlak, et. al, “The Impact of Enhancing
Students’ Social and Emotional Learning: A Meta-
Analysis of School-Based Universal Interventions.”
Child Development, vol. 82, no. 1 (2011), 405–432.
20. 12. David T. Conley. “The Challenge of College Readiness,”
Educational Leadership, vol 64, no 7 (2007): 23-29
http://www.ascd.org/ASCD/pdf/journals/ed_lead/
el200704_conley.pdf, (accessed July 7, 2017).
13. U.S. Department of Education, National Center
for Education Statistics. (2017). The Condition of
Education 2017 (NCES 2017-144), https://nces.ed.gov/
programs/coe/indicator_ctr.asp, (accessed July 13,
2017).
14. Susan Adams, “The 10 Skills Employers Most Want
In 2015 Graduates,” Forbes, Nov. 12, 2014, https://
www.forbes.com/sites/susanadams/2014/11/12/
the-10-skills-employers-most-want-in-2015-
graduates/#1223c2522511, (accessed June 27, 2017).
15. Angela J. Renish, Art Education, Literacy, and English
Language Learners Visual Arts Curriculum to Aid
Literacy Development. Master’s Thesis. Philadelphia:
Moore College Arts & Design, 2016. http://files.eric.
ed.gov/fulltext/ED567781.pdf, (accessed July 19, 2017).
http://files.eric.ed.gov/fulltext/ED558126.pdf
http://files.eric.ed.gov/fulltext/ED558126.pdf
http://www.ecs.org/ec-content/uploads/ESSAs-Well-Rounded-
Education-1.pdf
http://www.ecs.org/ec-content/uploads/ESSAs-Well-Rounded-
Education-1.pdf
http://www.ecs.org/ec-content/uploads/ESSAs-Well-Rounded-
Education-1.pdf
http://files.eric.ed.gov/fulltext/ED558126.pdf
http://files.eric.ed.gov/fulltext/ED558126.pdf
http://www.hewlett.org/wp-
content/uploads/2016/08/Deeper_Learning_Defined__April_201
3.pdf
22. EDUCATION TRENDS www.ecs.org | @EdCommission
16. Masoumeh Farokhi and Masoud Hashemi. “The
impact/s of using art in English language learning
classes,” Science Direct, vol. 31, (2012): 923-926.
17. Seattle Public Schools and Office of Arts and
Culture Seattle, Creative Advantage: 2015 Progress
Report, 11, http://www.creativeadvantageseattle.
org/wp-content/uploads/2014/06/FINAL_
CA_16ProgressRep.pdf,(accessed July 25, 2017).
18. Ibid.
19. “Arts Education,” North Carolina Department of
Public Instruction, 2017, http://www.ncpublicschools.
org/curriculum/artsed/, (accessed July 7, 2015).
20. D.H. Bowen, J.P. Greene and B. Kisida, “Learning to
think critically: A visual art experiment,” Educational
Researchers, vol 43, no. 1 (2014): 37-44.
21. M. Adams, et. al,. Thinking Through Art: Isabella Stewart
Gardner Museum School Partnership Program year
3 research results, (Portland: Institute for Learning
Innovation, 2007) http://www.gardnermuseum.org/
microsites/tta/links/Year_3_Report.pdf, (accessed
July 7, 2017).
22. Seattle Public Schools and Office of Arts and
Culture Seattle, Creative Advantage: 2015 Progress
Report, http://www.creativeadvantageseattle.
org/wpcontent/uploads/2014/06/FINAL_
CA_16ProgressRep.pdf, (accessed July 25, 2015).
23. Ibid.
23. 24. J. G. Bertling, “The art of empathy: A mixed methods
case study of a critical place-based art education
program,” International Journal of Education & the
Arts, vol. 16, no. 3 (2015):1-26.
25. L. Brouillette, et. al, “Increasing the school
engagement and oral language skills of ELLs through
arts integration in the primary grades,” Journal of
Learning through the Arts, vol. 10, no. 1 (2014):1-25.
26. L. Brouillette, “How the arts help children to create
healthy social scripts: Exploring the perceptions of
elementary teachers,” Arts Education Policy Review,
vol. 111, no.1 (2010): 16-24.
27. Laurie Scott, “Attention and Perseverance Behaviors
of Preschool Children Enrolled in Suzuki Violin
Lessons and Other Activities,” Journal of Research in
Music Education, vol. 40, no. 3 (1992): 225-235.
28. Emma Garcia, “The Need to Address Noncognitive
Skills in The Education Policy Agenda,” Economic Policy
Institute, no. 386 (2014): 4, http://files.eric.ed.gov/
fulltext/ED558126.pdf, (accessed July 12, 2017).
29. Boston Public Schools. Boston Public Schools
Arts Expansion. http://www.bpsarts.org/bps-arts-
expansion.html, (accessed July 18, 2017).
30. Ibid.
31. EdVestors. Dancing to the Top: How Collective
Action Revitalized Arts Education in Boston (Boston:
EdVestors, 2016), http://www.edvestors.org/wp-
content/uploads/2016/05/BPS-Arts-Expansion-
24. Case-Study.pdf, (accessed July 7, 2017).
32. The Creative Advantage, Seattle Public Schools
and Office of Arts and Culture Seattle, Creative
Advantage: 2015 Progress Report, 2015, http://
www.creativeadvantageseattle.org/wpcontent/
uploads/2014/06/FINAL_CA_16ProgressRep.pdf,
(accessed July 25, 2017)
33. Ibid.
34. A+ Schools Program of the North Carolina Arts
Council. About. http://aplus-schools.ncdcr.gov/,
(accessed July 7, 2017).
35. MeadowView Elementary School. A+ Schools Program
of the North Carolina Arts Program. http://meadowview.
nc.oce.schoolinsites.com/?PageName=bc&n=175237,
(accessed July 17, 2017).
http://www.creativeadvantageseattle.org/wp-
content/uploads/2014/06/FINAL_CA_16ProgressRep.pdf
http://www.creativeadvantageseattle.org/wp-
content/uploads/2014/06/FINAL_CA_16ProgressRep.pdf
http://www.creativeadvantageseattle.org/wp-
content/uploads/2014/06/FINAL_CA_16ProgressRep.pdf
http://www.ncpublicschools.org/curriculum/artsed/
http://www.ncpublicschools.org/curriculum/artsed/
http://files.eric.ed.gov/fulltext/ED558126.pdf
http://files.eric.ed.gov/fulltext/ED558126.pdf
http://www.bpsarts.org/bps-arts-expansion.html
http://www.bpsarts.org/bps-arts-expansion.html
http://www.edvestors.org/wp-content/uploads/2016/05/BPS-
Arts-Expansion-Case-Study.pdf
http://www.edvestors.org/wp-content/uploads/2016/05/BPS-
Arts-Expansion-Case-Study.pdf
26. (accessed July 14, 2017).
39. Lynn Tuttle, How Does Arts Education Fare in the
First Round of State ESSA Plans? (Denver: Education
Commission of the States), https://www.ecs.org/
how-does-arts-education-fare-in-the-first-round-of-
state-essa-plans/, (accessed July 7, 2017).
40. Arts Education Partnerships, The Arts Leading the
Way to Student Success: A 2020 Action Agenda
for Advancing the Arts in Education, (Denver: Arts
Education Partnership, 2017), http://www.aep-arts.
org/wp-content/uploads/2017_AEP_2020_Action_
Agenda.pdf, (accessed June 27, 2017).
41. Ibid.
42. Arts Education Partnership, What School Leaders
Can Do to Increase Arts Education, (Washington,
D.C.,: Arts Education Partnership, 2017), http://www.
aep-arts.org/wp-content/uploads/What-School-
Leaders-Can-Do-To-Increase-Arts-Education.pdf,
(accessed June 27, 2017).
AUTHOR
Emily Workman joined Education Commission of the States in
October 2011 and served as the manager of the K-12
Institute until her departure in July 2016. She now works part-
time on select projects in the Washington, D.C., office.
Funding for this Education Trends
report was provided by William and
Flora Hewlett Foundation.
http://aplus-schools.ncdcr.gov/research-results/results
http://aplus-schools.ncdcr.gov/research-results/results