PAIR Research Update

 In Joseph Spilberg, Michelle Green Arnson, The CAPE Blog

Recently, the impressive findings of CAPE’s Partnership for Arts Integration Research (PAIR) Project has gained a wider audience through publication in the Journal for Learning through the Arts!

During the four years of the PAIR project, CAPE researchers Dr. Gail Burnaford and Dr. Larry Scripp created a double tiered approach of gathering both teacher and student level data. Using a quasi-experimental design and a statistical regression analysis, the data points unequivocally to correlations between participation in arts integrated professional development, lesson design and implementation and student learning outcomes. Significant amongst the findings were: students in arts integrated projects closed the achievement gap (lower test scoring students stayed closer to pace with their high test scoring peers when compared to control schools), and teachers who participated in arts integration professional development had students who were most academic gains. In other words the study shows that: a) arts integrated lessons provide a more leveled playing field for different types of learners, and b) teachers who learn how to implement arts integration in their classroom increase their students’ chances of success.

Click below to read the new article!


Published by the “Journal for Learning Through the Arts”  10 (1) (2014)

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