Browsing by Author "Meath, Judy"

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    Arts for Academic Achievement Developing Readers Project
    (Center for Applied Research and Educational Improvement, 2010-11) Dretzke, Beverly; Meath, Judy
    The Developing Readers Project is part of the Arts for Academic Achievement (AAA) program that has been implemented since 1997 in Minneapolis Public Schools (MPS). The mission of AAA is to increase student academic achievement and improve teacher practice by making arts-based and arts-integrated learning essential to classroom instruction through collaborations with artists and arts organizations. The primary goal of the project is to increase the reading achievement of students in the middle grades, with a concentration on working with students in grade 6. The students targeted for inclusion are struggling readers enrolled in schools that have a significantly large proportion of students in poverty as defined by their eligibility for free or reduced price lunch. MPS has contracted with the Center for Applied Research and Educational Improvement (CAREI) to evaluate its implementation of the Developing Readers Project. This document is the year 2 evaluation report that addresses project implementation during the 2009‐10 academic year. The report includes descriptions of the participants and project activities and the results of student surveys, classroom video documentation, and teacher interviews. Also included are the results of analyses of attendance rates during the 2009‐10 school year and standardized reading test performance in spring 2009 compared to spring 2010.
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    Arts for Academic Achievement Evaluation Report
    (Center for Applied Research and Educational Improvement, 2009-06) Kundin, Delia; Meath, Judy
    This report focuses on Arts for Academic Achivement’s efforts to provide professional development opportunities to teachers using a school-based planning approach for integrating Tableau during the 2008-2009 school year. Tableau is a theater arts strategy in which students interpret stories using dramatic techniques. The Arts for Academic Achievement Program (AAA) has incorporated Tableau in Minneapolis Public Schools’ classrooms as a strategy to supplement reading and writing instruction. The main goal for students participating in Tableau is to use their bodies and facial expressions to portray the meaning of a reading passage, in a “frozen picture.” The strategy allows students to “bring thinking and reading to life.”
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    Arts for Academic Achievement: A Compilation of Evaluation Findings from 2004-2006
    (2007-03) Ingram, Debra; Meath, Judy
    This report summarizes results of the first two years of a three-year evaluation of the Arts for Academic Achievement (AAA) program. To accomplish these goals, AAA provides schools a structure, resources, and support for collaborative projects between teachers and artists. The purpose of the projects is to increase the amount and quality of arts-based and arts-integrated learning by students. The major objectives of this study were to 1) examine student learning, as measured by standardized tests, in a larger set of grade levels, and 2) measure student effects not otherwise captured by standardized assessments.
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    Arts for Academic Achievement: Integrating Tableau Evaluation Report
    (Center for Applied Research and Educaitonal Improvement, 2009-06) Kundin, Delia; Meath, Judy
    This report focuses on AAA’s efforts to provide professional development opportunities to teachers using a school-based planning approach for integrating Tableau during the 2008-2009 school year. Tableau is a theater arts strategy in which students interpret stories using dramatic techniques. The Arts for Academic Achievement Program (AAA) has incorporated Tableau in Minneapolis Public Schools’ classrooms as a strategy to supplement reading and writing instruction.
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    Educational Leadership in the States: A Cultural Analysis
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2006-06) Seashore, Karen; Febey, Karen; Gordon, Molly; Meath, Judy; Thomas, Emanda; Center for Applied Research and Educational Improvement
    The results of this study describe the nature of successful leadership practices at the state, district and school levels. The study is also identifying how those practices shape instructional behaviors of teachers which ultimately lead to improved student learning. This research is part of a 5-year, $3.5 million research project funded by the Wallace Foundation (New York) examining the effect of educational leadership on student achievement.