DOWNLOADS
- REPORTS
- Evaluation of the First Year of the ARTS FIRST Windward Research Project (2004)
- Student Achievement Results for the First Year of the ARTS FIRST Windward Research Project (2004)
- Evaluation of the Second Year of the ARTS FIRST Windward Research Project (2005)
- Student Achievement Results for the Second Year of the ARTS FIRST Windward Research Project (2005)
- Evaluation of the Final Year of the ARTS FIRST Windward Research Project (2007) (awarded first place in the 2008 AERA Division H competition for program evaluation studies)
- PRESENTATIONS & PUBLICATIONS
- Findings and Methodological Lessons from an Evaluation of a Project to Integrate the Arts into Elementary School Reading and Mathematics Instruction (AEA 2007)
- An Examination of the Quality of Implementation of an Integrated Arts Education Program (AERA 2007)
- Methods and Results of a Three-Year Evaluation to Infuse Arts Strategies in Elementary Reading and Mathematics Instruction (AEA 2006)
- INSTRUMENTS
- Interest in the Arts Questionnaire: Development and Validity
Integrating the Arts Into Elementary School Reading Instruction
The Program Research and Evaluation Office at Curriculum Research & Development Group (CRDG) is participating in studies of teachers’ integration of the arts into the teaching of elementary school reading. In collaboration with the Hawai‘i Arts Alliance (HAA), we have completed the 2003–06 ARTS FIRST Windward Research Project. A second project, entitled Arts and Literacy for All, is being conducted over a four-year period that began in 2006. Both projects have been funded by the U. S. Department of Education’s Model Development and Dissemination grant program. HAA, the grantee, has developed the project, and CRDG, the subcontractor, is the researcher and evaluator. The purposes of the projects have been to (a) develop and refine methods for training teachers how to use drama and dance techniques to help children improve their reading skills, (b) examine the extent to which teachers use the methods fully and well in their classrooms, and (c) examine the extent to which the project affects children’s attitudes toward school, interest in the arts, and reading achievement. Both projects have had randomly assigned project and control schools. During the first project, HAA refined its methods for using the arts to teach reading; despite the ongoing evolution of the methods during the project, the project schools tended to outperform the control schools in interest in the arts and attitudes. Results for the second project will be posted on this site as they become available.
