Elliot W Eisner Does Experience in the Arts Boos Academic Achievement

The continuous developments to educational programs and curriculums imply the existence of areas that might benefit students and raise their basic skills. 1 of the most important bones skills that are crucial for further students' development is reading. I of the areas of implementation enhancing the overall academic accomplishment of students was found recently to be arts didactics.

A causal link has been established betwixt arts didactics and academic achievement. Considering the same aspects, this paper is addressed toward measuring the effect of implementing Arts for Academic Accomplishment (AAA) program in Houston County schools for the purpose of increasing students reading skills.

In this section of the written report proposal overview of the problem will exist introduced, every bit well as the significance of this study for the schools in Houston Canton schools in particular and the academic achievement level in general. Additionally, a review of the literature will summarize the theoretical framework that has been established in that field.

Statement

In club to address reading deficiencies for students in grades K-six of Houston County Schools, the study examines the effect of integrating arts into reading instructions. A program was developed for that purpose that will ensure the successful implementation of the arts into the curriculum. Other areas of integration of the A+ (Arts for Academic Achievement) program include increasing motivation, learning and reducing discipline. In that regard this report analyzes the consequence of the integration on the level of bookish achievement in reading skills.

The pressure level to improve accomplishment levels past reaching those students considered at risk of failure in reading is a central consequence for educational reform (GADOE, 2008). School districts are facing new challenges that require conscientious attention to land standards and accountability requirements along with additional federal mandates which are addressed in the No Child Left Behind Deed (NCLB, 2004; Postlewaite, 2004).

Educators in Houston County Schools are facing a major challenge to improve elementary schoolhouse reading scores for low achieving students in the commune. The marked differences in reading skills for students from poverty and minority groups, revealed by Alabama Reading and Math Test (ARMT), and Dynamic Indicators of Basic Early Literacy Skills (DIBELS), imply the need of an increased attention to developing reading skills and accordingly to cess of the implemented methods.

In the field of education, stakeholders continuously strive to create innovative and interesting ways to teach the curriculum. Student's learning styles are different and therefore there should exist a diversity of learning methods in place for education (Blumenfield et al. 1991). The research from this written report provides data which can improve instructional methods in the reading classroom and assist all students in condign successful.

The purpose of the study was to examine the effect of the integration of arts into the Houston County Schools' curriculum and the reading achievements of the educatee. Another purpose was established to specifically examine the achievements of a item group of students not performing well in reading with socioeconomically disadvantaged conditions.

Review of literature

Research supports the benefits of arts didactics in developing reading skills and improving educatee discipline resulting in increased academic achievement. Arts integration is significantly related to gains in reading scores for all in iii^rd thru 5^thursday grades, and is more constructive for students from depression socioeconomic homes (Ingram & Ridel, 2003). Before results shown at the Title Ane program, at the end of 1998-99, that ninety% of kindergartners, who were taught in Fayette County Public schools in Kentucky, read to a higher place the class level. (Richards, 2003) In the arts-based Different Ways of Knowing Plan, 920 elementary students in 52 classrooms had pregnant gains in achievement and motivation.

High-risk students with two years of arts gained xvi points on standardized tests. Collectively, arts students had significantly higher grades across the board compared to not-arts students showing no gains (Catterall, 1995). In (SPECTRA+) programme that integrated arts into the curriculum to investigate the upshot on creative thinking, bookish achievement and the self esteem, the results of 615 participants in four schools in two districts showed pregnant improvements between pre –and post-test designs. Reading specifically, showed higher results between the participants and the control group. (Luftig, 2000)

Student disciplinary deportment dropped 103 to 50 and suspensions from 32 to iii during the first year of interest in an arts integrated curriculum. In add-on, state writing scores for 4^thursday grades improved thirty percentile points (Higher of Pedagogy, University of North Carolina-Greensboro). Nevertheless, in that location is some criticism of the integration of Art into the curriculum in regard of the absenteeism of direct indications of improvements in academic achievements.

In a study of the upshot of art integration in public schools in Minneapolis, outlines the touch on of boosted factors through implementing Arts for Academic Achievements programs, such equally the teachers' existing conceptions of pedagogy and their experience of a supportive professional person surroundings. The study showed mental models, supportive community, and interdisciplinary teaming contribute to the implementation of arts-infused programs. (Seashore, Anderson, & Riedel, 2003).

In that regard, articles link the increase in academic accomplishment to school characteristics, where it imply that didactics art in school is indicative of the schools overall college standards and distinguished characteristics, such as "[S]chools that value the arts may attract the best kinds of academic teachers-energetic, innovative, and imaginative", or promoting art in schools might promote "innovative, inquiry-oriented, project based bookish piece of work." (Winner & Cooper, 2000)

Boosted critique of the report of the upshot of art on bookish achievements lies in the characteristics of the studies that ended of the existence of such effect. Such critique concludes that the report design that should represent the straight causal link between the Arts and academic achievement need to examine the effect of the pedagogy process in the control groups, where information technology should be identical. Additionally, teaching arts might promote certain kinds of attitudes that take such an event on bookish accomplishment, where promoting such attitudes separately from arts integration might accomplish the same results. (Eisner, 1999)

Information technology is anticipated that with the successful implementation of the A+ plan, increased reading skills of the students will allow achieving higher academic levels in other unlike subjects. Although 3400 elementary students are participating in this plan and will benefit from its successful implementation, wider expansion of the program can predict achieving similar results on a state level plan.

The research from this study provides data which can better instructional methods in the reading classroom and aid all students in becoming successful. Developing new programs and motivating students to learn are key ways to the improvement of achievement and success in the classroom (Newell, 2003).

Information technology can be seen that the development of arts into curriculum approach is an upshot of a bang-up importance.

Through the literature review, the implications of different studies support the need of a wider test of the results of such integration. This project will be tailored to the unique needs of Houston County Schools' students. The specific goals are:

1. To increase academic achievement past incorporating reading, critical thinking and learning to acquire skills and strategies into comprehensive arts in education program including visual and performing arts.

2. To reduce educatee subject area by increasing motivation and bookish achievement through increased participation in the arts.

Methodology

The present department of the newspaper outlines the research method for the established report project. The section covers the report design, sampling and setting, data drove, and measures.

The called design is a quantitative panel study of a longitudinal data analysis of examination results. The A+ program will exist implemented for approximately 3400 elementary students in grades K-6 in Houston County Schools. The students will be engaged through interdisciplinary activities such as drama, music, and visual performing art activities.

These activities volition be correlated to the current reading program in language arts and reading in content areas. The fourth dimension frame for the study was set up to be betwixt June 2009 and June 2012. The design was chosen every bit longitudinal panel studies due to the possibility to measure out the same sample of respondents at different points in time, where the net change and the gross change in the dependable variable, i.e. reading tests' results, will be revealed. Additionally a quantitative not experimental analysis will be conducted through surveys that would be conducted for teachers in the Houston County Schools assessing the opinion on the Arts for Academic Achievement program.

The Setting and the Sample

The setting is Houston County district schools, where 169 elementary classrooms were selected to participate in this programme. Schools include Ashford Elementary School, Cottonwood High Schoolhouse, Rehobeth Elementary School, Rehobeth Centre School, Webb Unproblematic School, and Wicksburg High School. The sampling techniques that would be used is stratified sampling, where the formed strata is of 3400 unproblematic students in grades K-6 of Houston County Schools and the sample chosen for test is the 658 minority students and a sample of approximately 1002 students living in poverty weather condition.

Data collection and assay

Data volition be collected to determine the program'south bear upon on student bookish achievement, motivation and discipline. Longitudinal data assay of Alabama Reading and Math Exam (ARMT): Reading Subtest and DIBELS (Dynamic Indicators of Basic Early Literacy Skills) volition exist conducted determining if a minimum 2% annual increase in bookish accomplishment has occurred. Baseline comparative information will include bound 2009 results.

The results will exist compiled annually starting with jump 2010 and then compared to the previous years' achievement data. Pupil discipline office referrals will be compiled and compared offset with baseline data. The end of twelvemonth data discipline for 2009 will be added to the existing baseline data. Comparison for plan effectiveness will brainstorm with the terminate of yr discipline information for 2010. The A+ Leadership Team will comport surveys using a Likert rating calibration of one-v (representing strongly disagree to strongly concur) determining teachers, students, and parents attitudes and perceptions regarding program touch on in the areas of students' academic achievement, motivation to learn, and discipline.

An open ended question volition be included to provide opportunity for respondents to limited whatsoever other observations, concerns or recommendations. An annual comparative analysis of survey data and longitudinal achievement data will exist conducted to determine the ongoing effectiveness of the A+ program. Quarterly meetings of the A+ Leadership Squad will exist held to make up one's mind programme effectiveness and to address concerns related to program implementation and goal attainment.

Regarding the differences between the teachers participating in the reading curriculum the differences would be eliminated every bit the teachers would be teaching the aforementioned groups prior to the implementation of the program. In that sense, No difference would be examined as the effects would exist studied to the grades prior to the implementation of the program. In that sense, the limitations of the study could be represented as the possible variations of pedagogy mode and the influence of external factor on the assessment of the Art for Academic Achievement plan upshot. These factors might include individual characteristics of the students and natural changes in behaviors and attitudes through the study time frame.

References

Allan 1000 Richards. (2003). Arts and academic achievement in reading: Functions and implications. Art Education, 56(6), 19-23. Spider web.

Ellen Winner, Monica Cooper. (2000). Mute those claims: No evidence (notwithstanding) for a casual link between arts study and academic achievement. Journal of Aesthetic Instruction, 34(3/iv), 11. Web.

Elliot Due west Eisner. (1998). A response to Catterall. Art Education, 51(4), 12. Web.

Elliot Due west Eisner. (1999). Does experience in the arts heave academic achievement? The Immigration Firm, 72(3), 143-149. Web.

Ingram, D., & Riedel, E. (2003). What Does Arts Integration Exercise for Students? : University of Minnesota.

Richard Fifty Luftig. (2000). An investigation of an arts infusion program on artistic thinking, academic achievement, affective functioning, and arts appreciation of children at three form levels. Studies in Art Didactics, 41(iii), 208. Web.

Seashore, Grand. R., Anderson, A. R., & Riedel, E. (2003). Implementing Arts for Bookish Accomplishment:The Impact of Mental Models, Professional Community and Interdisciplinary Teaming. Minnesota: Eye for Applied Enquiry and Educational Improvement.

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