Publications and Research

Here is variety of documentation of our Professional Development work between 2006 and today. These are some of the articles and reports that include information on our work.

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

Part I - Why Arts Education is a Matter of Social Justice and Why it will Save the World by Lucia Brawley

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.