No Child Left With Crayons

Chappell, Sharon Verner; Cahnmann‐Taylor, Melisa

doi:10.3102/0091732x12461615

Cited by 50 publications

(10 citation statements)

References 66 publications

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“…Pressure on educational leaders to demonstrate performance through high-stakes testing corresponds with a decline in resources devoted to classroom instruction in the arts and humanities over the past decade (Bassok et al, 2016;Gadsden, 2008;West, 2007). Related evidence shows that these declines are primarily driven by decreases in arts access for historically underserved students (Chappell & Cahnmann-Taylor, 2013;Rabkin & Hedberg, 2011;Yee, 2 2014). Reductions in resources devoted to the arts corresponds to a similar decline in school visits to cultural organizations (Associated Press, 2012;Blair, 2008;Ellerson, 2010;Lewin, 2010;Mehta, 2007;Plummer, 2014).…”

Section: Background and Previous Literaturementioning

confidence: 99%

Teaching History Through Theater: The Effects of Arts Integration on Students’ Knowledge and Attitudes

Kisida

Goodwin²,

Bowen

2020

AERA Open

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Faced with accountability pressures and limited resources, education policymakers make difficult choices regarding school curricula. In recent years, studies have documented a decreased emphasis in arts and humanities instruction. One potential way for schools to fill this gap includes partnering with arts and cultural organizations to provide arts learning opportunities through arts integration, yet there is limited evidence on the effectiveness of such programs. We examine one such partnership by evaluating the efficacy of a program that infuses history content with theater. By randomly assigning school groups to participate in this program, we are able to draw causal conclusions about its effects. We find that students demonstrate increases in historical content knowledge, enthusiasm for learning about history, historical empathy, and interest in the performing arts as a result of this program. These findings suggest that there are valuable educational benefits from arts-integrated learning opportunities provided through school partnerships with arts organizations.

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Section: Background and Previous Literaturementioning

confidence: 99%

Teaching History Through Theater: The Effects of Arts Integration on Students’ Knowledge and Attitudes

Kisida

Goodwin²,

Bowen

2020

AERA Open

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“…It is important to note, however, that the educational policy push for accountability and data use is occurring at all levels of schooling, including elementary (Chappell & Cahnmann-Taylor, 2013) and secondary schools (Coburn & Turner, 2012;Horn et al, 2015;Spillane, 2012;Stillman, 2011;Trujillo & Woulfin, 2014). In response, K-12 educational researchers have been documenting the importance of understanding the conditions of data use that facilitate practitioner learning about effective educational policies and practices.…”

Section: The Use Of Data In Organizational Change Efforts To Achieve mentioning

confidence: 99%

Sustaining change towards racial equity through cycles of inquiry

Dowd

Liera

2018

EPAA

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Many national, state, and institutional policies and initiatives advocate for change in higher education through structured forms of data use. The case study of “Old Main University” presented in this article shows how local reformers (n=9) drew on data and data use tools provided by a long-term action research project implemented at the university to advance racial equity goals at their university. The case narrative utilizes practice theory, cultural historical activity theory (CHAT), and narrative inquiry to illustrate how administrative leaders and faculty at Old Main University coordinated their efforts in a sustained manner through two cycles of practitioner inquiry that was responsive to policy goals. The findings show that data use is productive to promote racial equity when data and data use protocols are used iteratively and in interaction among practitioners who use them to identify inequities rooted in their own practices. The findings support the conclusion that, to sustain change efforts as long-term (mesogenetic) projects, policy makers and local reformers should plan to iteratively redesign data tools, practices, and policies to institute changes in everyday (microgenetic) work practices. Such purposeful redesign holds potential to re-structure professional interactions, sustain motivation and organizational learning, and acculturate practitioners to equity as a standard of practice.

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“…Inadequate funding and test-score-driven curricular narrowing threaten the existence of schoolbased arts programs (Beveridge, 2010;Koza, 2010;West, 2012). The forces contributing to reduced access to music education are most likely to affect schools serving underserved populations, which have been disproportionately affected by the "accountability" ethos in education (Chappell & Cahnmann-Taylor, 2013;Shuler, 2012).…”

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confidence: 99%

Music Education Opportunities in Ohio K–12 Public and Charter Schools

Shaw

2021

Journal of Research in Music Education

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The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education ( N = 3,222 schools). The investigation revealed that charter schools offered music courses far less often than public schools. However, in charter schools that did offer music, students participated at higher rates than those in public schools. Nearly all public schools featured music classes. The exception was high schools in the highest poverty urban neighborhoods, 31% of which had no curricular music. Students identified as Black, Hispanic, or indigenous were more likely to attend schools without music programs. Elementary students enrolled in an average of 1.00 music classes per year, whereas middle and high school students enrolled in 0.67 and 0.35 music classes per year, respectively. Suburban districts saw the greatest decline in music participation as students progressed to high school. Urban schools with greater percentages of white, non-Hispanic students had higher music enrollment rates.

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No Child Left With Crayons

Cited by 50 publications

References 66 publications

Teaching History Through Theater: The Effects of Arts Integration on Students’ Knowledge and Attitudes

Teaching History Through Theater: The Effects of Arts Integration on Students’ Knowledge and Attitudes

Sustaining change towards racial equity through cycles of inquiry

Music Education Opportunities in Ohio K–12 Public and Charter Schools

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