Description:
Research indicates that arts integration has great potential for student learning in multiple disciplines (Burnaford, 2007). However, measuring the results of arts integrated instruction remains a challenge, and the literature indicates that more research is needed to address how to measure the effects of arts-integration efforts (Herpin, Quinn, & Li, 2012; Horowitz & Webb-Dempsey, 2002). As a component of our evaluation work, we conducted a review of key literature in 2011-12, exploring the measurement of teacher practice and student learning in arts-integrated settings. We focused the search on the following three key questions: What constructs (e.g., outcomes, features, characteristics) have other researchers measured when trying to capture the contributions of arts-integration efforts? What gaps persist in knowledge or tools for assessment? What are the implications for our own evaluation? To answer these questions, we looked at a variety of materials: literature reviews, research compendiums, research syntheses, essay collections, books, program evaluations, impact studies, and metastudies. (author abstract)
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Executive Summary
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