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CAPE RESEARCH & EVALUATION
CAPE has shifted from a service-delivery focused organization to an inquiry and capacity building organization. Therefore, each CAPE program initiative includes a substantial research component designed to build the capacity of participants – teachers, artists, principals, students and parents.
This shift in focus positions CAPE to pioneer a new level of understanding and innovation in the field of learning through the arts. Through this research, CAPE connects formal research with practitioner action research in order to deepen the work in its partnerships.
Program Area Research Question Principal Investigator Report Release Date
The Veteran Partnerships What are the interactions within arts integrated instruction that motivate teachers and artists to change their practice? Gail Burnaford, Ph.D. Initial report complete: exec. summary;
complete report. 2nd report due summer 2008.
Arts Education Program Design Seminar How do teachers and artists new to arts integration learn from more experienced teachers and teaching artists? Louanne Smolin, Ed.D. August 2008.
Building Curriculum, Community & Leadership through the Arts (BCCLA) 1) What is the impact of peer led professional development (within the BCCLA model of Model, Laboratory and Mentee Schools) on teacher ability to plan, implement and assess arts integrated curriculum units?
2) Can BCCLA lead to the effective implementation of the eight dimensions of quality arts magnet schools?
3) How do teacher-developed arts integrated curriculum units impact specific, identified literacy benchmarks and how do such units contribute to high quality arts learning?
4) Does BCCLA foster school leadership and an environment that supports arts integration across the curriculum?		 Gail Burnaford, Ph.D. Final report due in 2010.
Partnership for Arts Integration Research (PAIR) Three primary questions are guiding the work of the PAIR project:
1) How do cross-school arts integration partnerships improve teachers’ use of research-based teaching strategies?
2) How does the implementation of arts integration affect teachers’ content and arts knowledge?
3) How does arts integrated instruction developed through cross-school partnerships enhance student achievement in both the arts and in other academic content areas?		 Gail Burnaford, Ph.D., James McLaughlin, Ph.D. (Florida Atlantic University), and Larry Scripp, Ed.D. (New England Conservatory) Currently in planning phase, final report due in 2010.
Supporting Communities in an Arts Learning Environment (SCALE) How can partnerships with artists in an after-school setting lead teachers to become increasingly capable of trying out new strategies and critiquing their practice? Gail Burnaford, Ph.D., and Olga M. Vazquez, Ph.D. (candidate) Initial report complete; final report due in mid-2008.
Developing Early Literacy Through the Arts (DELTA) What is the impact of arts integration on early childhood literacy development? Larry Scripp, Ed.D. Initial report complete: exec. summary;
complete report.

 

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