Positive Impact of Arts Integration on Student Academic Achievement in English Language Arts

Peppler, Kylie; Powell, Christy Wessel; Thompson, Naomi; Catterall, James S.

doi:10.1080/00131725.2014.941124

Cited by 24 publications

(24 citation statements)

References 6 publications

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“…It is also possible that integrating arts in the curriculum makes learning fun and enjoyable for pupils and teachers. Peppler et al (2014) conducted a longitudinal study looking at the impact of integrating arts in the curriculum. They reported that treatment pupils were more likely to pass the standardised test of English than control pupils.…”

Section: Arts Educationmentioning

confidence: 99%

Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature

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2017

Research in Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractWith the push for evidence-informed policy and practice, schools and policy makers are now increasingly encouraged and supported to use and enagage with research evidence. This means that consumers of research will now need to be discerning in judging the quality of research evidence that will inform their decisions. This paper evaluates the quality of evidence behind some well-known education programmes using examples from previous reviews of over 5,000 studies on a range of topics. It shows that much of the evidence is weak, and fundamental flaws in research are not uncommon. This is a serious problem if teaching practices and important policy decisions are made based on such flawed evidence. Lives may be damaged and opportunities missed. The aim of this paper is to show how widespread this problem is and to suggest ways by which the quality of education research may be improved. For example, funders of research and research bodies need to insist on quality research and fund only those that meet the minimum quality criteria. Journal editors and reviewers need to be cognizant of fundamental flaws in research and reject such submissions. One way to do this is to encourage submission of the research design and research protocol prior to acceptance, so acceptance or rejection is based on the design and not on the outcomes. This helps prevent publication bias and biased reporting. Individual researchers can improve quality by making it their moral responsibility to be truthful and transparent.Keywords: Evidence-based policy and practice, assessing trustworthiness of research evidence, systematic reviews INTRODUCTIONThis paper addresses the question of the validity of evidence that informs policy and practice and argues that more needs to be done to ensure better quality control of published research.

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Section: Arts Educationmentioning

confidence: 99%

Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature

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2017

Research in Education

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“…Research shows that, while some partnerships grow and prosper over time, many others cease after a few years (Colley, 2008;Remer, 2010). Large-scale arts education partnerships have been widely investigated, particularly with regards to learning outcomes (Bodilly, Augustine & Zakaras, 2008;Catteral & Waldorf, 1999;Duma, 2014;Peppler, Powell, Thompson & Catterall, 2014;Scripp & Paradis, 2013). Much less is known about smaller partnerships, which involve only one school and an arts organization, and how these partnerships succeed and thrive.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…Despite abundant literature that underscores its benefits (Brouillette, 2012;Burton, Horowitz & Abeles, 1999;Duma, 2014;Fiske, 1999;Catterall, Dumais & Hamden-Thompson, 2012;Peppler, Powell, Thompson & Catterall, 2014;Pruit, Ingram & Weiss, 2014;Sousa, 2009) and education policies that define the arts as core academic subjects (NCLB, ESSA), arts instruction in public schools occupies a small place in the curriculum. Lack of funding (Chapman, 2004;Gadsden, 2008), and the schools' focus on academic subjects that are assessed through standardized testing (Au, 2007;Baker, 2012;Berliner 2011;Beveridge, 2010;Freedman, 2007) are the main factors that explain its decline.…”

Section: Restatement Of the Problemmentioning

confidence: 99%

“…Despite a growing body of literature that strongly suggests that education in the arts positively affects the cognitive, social, and emotional development of students (Brouillette, 2012;Burton, Horowitz & Abeles, 1999;Duma, 2014;Catterall, Dumais & Hamden-Thompson, 2012;Heath, Soep & Roach, 1998;Peppler, Powell, Thompson & Catterall, 2014), the number of arts programs has dramatically decreased in public schools in the last two decades, mainly as a consequence of No Child Left Behind (NCLB) policies (Au, 2007;Baker, 2012;Berliner, 2011;Freedman, 2007). This was particularly true in California: a 2007 statewide study revealed that only 10 % of elementary schools provided standards-aligned arts programs in each of four disciplines:…”

Section: Summary Of the Studymentioning

confidence: 99%

“…A growing body of literature highlights the significant benefits of arts education on student outcomes. Students who participated in arts programs fared better academically, emotionally, and socially (Burton, Horowitz & Abeles, 1999;Duma, 2014;Fiske, 1999;Catterall, Dumais & Hamden-Thompson, 2012;Heath, Soep & Roach, 1998;Peppler, Powell, Thompson & Catterall, 2014) than those who did not. Further, research demonstrated that socially disadvantaged and English Language Learners (ELL) students profited more from involvement in the arts than their wealthier peers (Catterall, 2009).…”

Section: Introduction: the Power Of The Artsmentioning

confidence: 99%

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Examining the Role of Arts Education Partnerships in Sustaining Arts Programs in California Elementary Schools

Bauguil¹

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This study investigated three arts education partnerships in California elementary schools. The research questions that guided the inquiry were exploratory in nature and intended to reveal the day-today functioning of these partnerships, the challenges they faced, and the factors that contributed to their success, through the recounted experiences of the various institutional actors involved. The participants (n=21) comprised school principals and teachers, arts organizations administrative staff, and teaching artists. Qualitative inquiry methods (in-person interviews, classroom observations, and review of relevant documents) were used to analyze the data. The findings showed that the schools' administrators and faculty appreciated the arts residencies, and they reported the programs' positive impact on students. Despite many benefits, the arts partnerships held a small place in the schools' life: the arts programs were considered supplemental to the core curriculum at one school, rather than being fundamental to student learning, and the two other partnerships reached only one grade level (second grade). The study uncovered several ongoing challenges: lack of proper facilities for the residencies, finding the right teacher-teaching artist match, and inconsistencies in the arts programs. The findings also demonstrated that the teacher-teaching artist relationship was key for the programs' success. The study concluded with a discussion of recommendations for practice and future research. v ACKNOWLEDGEMENTS This dissertation is the culmination of a long journey, through which I have grown professionally and personally. Many people have accompanied me along this path and believed in me. I am forever thankful for their support. My deepest gratitude goes to the College of Education faculty for accepting me into the program, and for trusting me to complete this journey. Thanks, also, to my professors for their help and their dedication to seeing me succeed. I appreciated the diverse opinions and perspectives they presented. There was something to take away from each and every class, and my practice was made better because of this program.

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Investigating the Causal Effects of Arts Education

Bowen¹,

Kisida²

2022

J Policy Anal Manage

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There is a paucity of research on the causal relationship between arts learning and educational outcomes. Investigating these relationships has become imperative as policymakers increasingly prioritize empirical evidence of educational impacts, which often leads to curriculum narrowing that favors traditionally-tested subjects. Employing a randomized controlled trial with 42 elementary and middle schools in Houston, Texas, we find that randomly assigning arts educational opportunities reduces disciplinary infractions, improves writing achievement, and increases students' emotional empathy. Students in elementary schools, which were the primary focus of the program, also experience increases in school engagement, college aspirations, and cognitive empathy. As the first large-scale randomized control trial of arts learning in an authentic school setting, these findings provide strong evidence that the arts can produce meaningful impacts on students' academic outcomes and social-emotional development. Education policymakers should consider these benefits when assessing the role of the arts in schools.

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Positive Impact of Arts Integration on Student Academic Achievement in English Language Arts

Cited by 24 publications

References 6 publications

Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature

Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature

Examining the Role of Arts Education Partnerships in Sustaining Arts Programs in California Elementary Schools

Investigating the Causal Effects of Arts Education

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