Impact of WOWW's Fine Arts Enriched Education Programming

Autor/inn/en	Sharp, Laurie A.; Tiegs, Ali
Titel	Impact of WOWW's Fine Arts Enriched Education Programming
Quelle	In: International Journal of Instruction, 11 (2018) 2, S.25-40 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Fine Arts; Art Education; Enrichment Activities; Public Schools; Rural Schools; Elementary School Students; Academic Achievement; Standardized Tests; Attendance; Comparative Analysis; Statistical Analysis; Transcripts (Written Records); Program Effectiveness; Program Evaluation; Texas + Suchen Sie Ihr Suchwort? Bildende Kunst; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bereicherungsprogramm; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulleistung; Standadised tests; Standardisierter Test; Anwesenheit; Statistische Analyse; Programme evaluation; Programmevaluation
Abstract	Learning through the fine arts possesses many benefits, yet efforts to address the arts within public schools, particularly rural schools, are insufficient. In an effort to support rural public schools in Texas, Window On a Wider World (WOWW) began providing fine arts enriched education programming in 2006 to area partner schools that serve students at the elementary grade levels. The purpose of the current study was to explore the impact of WOWW's fine arts enriched education programming on student academic achievement with state-mandated standardized assessments, as well as campus attendance rates. This study employed an ex-post facto, causal-comparative quantitative research design to analyze mean differences between WOWW partner schools and non-WOWW partner schools. Data were collected from the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years and analyzed using independent samples t-tests. Two levels of data analyses were employed, which produced four statistically significant findings among all public schools and five among rural public schools. Implications of these findings were shared, as well as limitations and recommendations for future studies. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01