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Developing a Theory-Based Evaluation Strategy Within a University-Based Arts Education Program
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| Presenter(s):
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| Mark Hansen,
University of California Los Angeles,
hansen.mark@gmail.com
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| Noelle Rivera,
University of California Los Angeles,
novari320@hotmail.com
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| Abstract:
ArtsBridge at the UCLA School for the Arts and Architecture provides high-quality arts education experiences for youth and teachers in local schools who would otherwise have little or no access to such opportunities. Recently, the Social Research Methodology Evaluation Group of the UCLA Graduate School of Education and Information Studies began consultation with ArtsBridge. Our purpose was to assess the program’s current approach to evaluation and to identify opportunities for enhancing these efforts. By engaging a broad base of stakeholders, the assessment process clarified objectives related to multiple target audiences. Logic models were developed to illustrate hypothesized links between these objectives and program activities. Using these models and input from stakeholders concerning areas of inquiry that should be prioritized, draft questionnaires were created and pilot-tested. This paper will describe the consultation process, share preliminary findings and demonstrate the appropriateness of theory-based approaches to evaluation within the field of arts education.
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Exploring the Nonformal Education Frontier: Using Cluster Analysis to Investigate Children’s Museum Programming for Special Learner Groups
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| Presenter(s):
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| Deborah Chapin,
University at Albany - State University of New York,
debchapin50@juno.com
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| Dianna Newman,
University at Albany - State University of New York,
dnewman@uamail.albany.edu
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| Abstract:
This study presents the findings of a study on the perceptions of eighty education directors of children’s museums responding to a paper-pencil survey examining patterns of planning, designing, and implementing nonformal education programs for minority youth and children with disabilities. K-means cluster analysis, applied as an exploratory tool, demonstrated that three major children’s museum types exist, modest-sized urban “dedicated” museums, small suburban “elite” museums, and large urban “generic” museums. Dedicated and elite museums planned their curriculum using State Standards, teachers, and community cultural leaders more than generic museums. Dedicated and generic museums followed Universal Design strategies when serving children with disabilities; however, only dedicated museums used elements of culturally relevant education with minority youth. “Dedicated” children’s museums charged the least per admission, devoting fewer resources to out-reach to special learner groups and offering less variety in their current programming, but had staff holding more specialized degrees creating specific science content.
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Examining Arts Educators Use of Arts Assessment Results
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| Presenter(s):
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| Tara Pearsall,
University of South Carolina,
tmcpearsall@yahoo.com
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| Kate Halladay,
University of South Carolina,
kate.halladay.art@gmail.com
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| Ashlee Lewis,
University of South Carolina,
scaap@gwm.sc.edu
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| Ching Ching Yap,
University of South Carolina,
ccyap@gwm.sc.edu
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| Abstract:
In 1999, the South Carolina Department of Education, University of South Carolina, and South Carolina arts agencies collaborated to develop a comprehensive program that encourage standards-based arts instruction and measure standards-based arts achievement. To achieve those goals, collaborators created professional development programs for arts educators and developed standardized arts assessments in all four arts areas. The arts assessments provide school-level information regarding student arts achievement and the professional development programs enable arts educators to use the results to inform their instruction. Although numerous arts educators involved in this comprehensive program have informally communicated accounted their experiences with the program, including their use of the assessment results, no formal attempts has been made to collect that information. The purpose of this study is to collect information regarding teachers’ experiences with this comprehensive program.
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