Publications and Research
Artful Teaching: Integrating the Arts for Understanding Across the Curriculum, K-8 Edited by David M. Donahue and Jennifer Stuart
Why use the Studio Thinking Framework for assessment by Tana Johnson
Why do we need the Studio Thinking Framework, anyway by Lois Hetland
How to Organize Alliances of Multiple Organizations by Christopher Keevil and John Martin, Stanford Social Innovations Review
The Qualities of Quality: Understanding Excellence in Arts Education by Steve Seidel, Shari Tishman, Ellen Winner, Lois Hetland, Patricia Palmer
Revitalizing Arts Education Through Community-wide Collaborations by Susan J. Bodilly, Catherine H. Augustine, Laura Zakaras
An Unfinished Canvas: Teacher Preparation, Instructional Delivery, and Professional Development in the Arts by Roneeta Guha, Katrina R. Woodworth, Debbie Kim, Heather Malin, June Park
Data Demonstrating Effective Innovations in Practice: In addition to overwhelmingly positive qualitative data, independent analysis of quantitative data suggests that arts learning strategies contributed to higher graduation rates and college readiness.
Improving Teacher Effectiveness: Inquiry-based teacher action research re-frames problems as challenges best confronted by understanding individual student learning needs. In this way, it helps teachers develop a more reflective practice; it animates teacher decision-making, and builds confidence in formative and summative assessment capacity.
Demonstrating Performance Based Assessments: The visible and performative nature of the arts, named and assessed through the vocabulary of the Studio Habits—develop craft, observe, express, envision, engage and persist, stretch and explore, reflect and understand the professional world—provide the means to see, explain and measure how well we are preparing students with the necessary skills, habits and dispositions.