Arts Corps Program Evaluation Report

Founded in 2000 on the principle that all young people -- not just those with resources -- should have access to quality arts learning opportunities, Arts Corps is now a leading nonprofit arts education organization in Seattle. Starting with just a few classes at six sites, Arts Corps now serves over 2,000 K-12th grade students a year at approximately 40 sites. Arts Corps places after-school classes and in-school residencies primarily at schools and community centers serving low-income youth who often have few other opportunities for arts learning. Programs cover the spectrum of arts disciplines from dance to visual arts to photography to music, and include popular classes such as Brazilian dance, theater, comic illustration, spoken word, sculpture and more. Programming is designed to foster artistic competencies and creative habits of mind such as imagination, healthy risk-taking, reflection, persistence and critical thinking. The program operates on a school year, with select workshops occurring in the summer months. Arts Corps has conducted program evaluation since inception and has refined its focus each year to better explore and describe the impacts of arts classes on students. This report represents Arts Corps' evaluation work during the 2011-2012 program year

Preparing adolescents attending progressive and no-excuses urban charter schools to analyze, navigate, and challenge race and class inequality

Background/Context: Sociopolitical development (SPD) refers to the processes by which an individual acquires the knowledge, skills, emotional faculties, and commitment to recognize and resist oppressive social forces. A growing body of scholarship has found that such sociopolitical capabilities are predictive in marginalized adolescents of a number of key outcomes, including resilience, academic achievement, and civic engagement. Many scholars have long argued that schools and educators have a central role to play in fostering the sociopolitical development of marginalized adolescents around issues of race and class inequality. Other scholars have investigated school-based practices for highlighting race and class inequality that include youth participatory-action research, critical literacy, and critical service-learning. Objective of Study: The present study sought to add to the existing scholarship on schools as opportunity structures for sociopolitical development. Specifically, this study considered the role of two different schooling models in fostering adolescents' ability to analyze, navigate, and challenge the social forces and institutions contributing to race and class inequality. Setting: The six high schools participating in the present study were all urban charter public high schools located in five northeastern cities. All six schools served primarily low-income youth of color and articulated explicit goals around fostering students' sociopolitical development. Three of these high schools were guided by progressive pedagogy and principles, and three were guided by no-excuses pedagogy and principles. Research Design: The present study compared the sociopolitical development of adolescents attending progressive and no-excuses charter high schools through a mixed methods research design involving pre-post surveys, qualitative interviews with participating adolescents and teachers, and ethnographic field notes collected during observations at participating schools. Results: On average, adolescents attending progressive high schools demonstrated more significant shifts in their ability to analyze the causes of racial inequality, but adolescents attending no-excuses high schools demonstrated more significant shifts in their sense of efficacy around navigating settings in which race and class inequality are prominent. Neither set of adolescents demonstrated significant shifts in their commitment to challenging the social forces or institutions contributing to race and class inequality. Conclusions: Both progressive and no-excuses schools sought to foster adolescents' commitment to challenging race and class inequality, but focused on different building blocks to do so. Further research is necessary to understand the pedagogy and practices that show promise in catalyzing adolescents' analytic and navigational abilities into a powerful commitment to collective social action-the ultimate goal of sociopolitical development

QuizMap: Open social student modeling and adaptive navigation support with TreeMaps

In this paper, we present a novel approach to integrate social adaptive navigation support for self-assessment questions with an open student model using QuizMap, a TreeMap-based interface. By exposing student model in contrast to student peers and the whole class, QuizMap attempts to provide social guidance and increase student performance. The paper explains the nature of the QuizMap approach and its implementation in the context of self-assessment questions for Java programming. It also presents the design of a semester-long classroom study that we ran to evaluate QuizMap and reports the evaluation results. © 2011 Springer-Verlag Berlin Heidelberg

Open Programming Language Interpreters

Context: This paper presents the concept of open programming language interpreters and the implementation of a framework-level metaobject protocol (MOP) to support them. Inquiry: We address the problem of dynamic interpreter adaptation to tailor the interpreter's behavior on the task to be solved and to introduce new features to fulfill unforeseen requirements. Many languages provide a MOP that to some degree supports reflection. However, MOPs are typically language-specific, their reflective functionality is often restricted, and the adaptation and application logic are often mixed which hardens the understanding and maintenance of the source code. Our system overcomes these limitations. Approach: We designed and implemented a system to support open programming language interpreters. The prototype implementation is integrated in the Neverlang framework. The system exposes the structure, behavior and the runtime state of any Neverlang-based interpreter with the ability to modify it. Knowledge: Our system provides a complete control over interpreter's structure, behavior and its runtime state. The approach is applicable to every Neverlang-based interpreter. Adaptation code can potentially be reused across different language implementations. Grounding: Having a prototype implementation we focused on feasibility evaluation. The paper shows that our approach well addresses problems commonly found in the research literature. We have a demonstrative video and examples that illustrate our approach on dynamic software adaptation, aspect-oriented programming, debugging and context-aware interpreters. Importance: To our knowledge, our paper presents the first reflective approach targeting a general framework for language development. Our system provides full reflective support for free to any Neverlang-based interpreter. We are not aware of any prior application of open implementations to programming language interpreters in the sense defined in this paper. Rather than substituting other approaches, we believe our system can be used as a complementary technique in situations where other approaches present serious limitations

Progressor: Social navigation support through open social student modeling

The increased volumes of online learning content have produced two problems: how to help students to find the most appropriate resources and how to engage them in using these resources. Personalized and social learning have been suggested as potential ways to address these problems. Our work presented in this paper combines the ideas of personalized and social learning in the context of educational hypermedia. We introduce Progressor, an innovative Web-based tool based on the concepts of social navigation and open student modeling that helps students to find the most relevant resources in a large collection of parameterized self-assessment questions on Java programming. We have evaluated Progressor in a semester-long classroom study, the results of which are presented in this paper. The study confirmed the impact of personalized social navigation support provided by the system in the target context. The interface encouraged students to explore more topics attempting more questions and achieving higher success rates in answering them. A deeper analysis of the social navigation support mechanism revealed that the top students successfully led the way to discovering most relevant resources by creating clear pathways for weaker students. © 2013 Taylor and Francis Group, LLC