Engaged in Learning: The ArtsSmarts Model

Approximately a dozen internal research studies into student learning and program effectiveness were conducted during ArtsSmarts' first eight years. In the spring of 2006, we compiled the results of those studies, along with a like number of reports by outside researchers, to create a synthesis of possible directions for future work. Although we used a small sample of available outside studies, it was immediately and glaringly evident that the arts and educational communities are hungering for research that will "help us understand what the arts learning experience is for children, and what characteristics of that experience are likely to travel across domains of learning" (Deasy, 2002:99). It was equally evident to all ArtsSmarts partners that, while future ArtsSmarts research could be taken in any number of directions, it made the most sense to identify and build from ArtsSmarts' own strengths and successes. We also felt the need to align the research direction and the methods of data collection with our intended audiences.Different groups would find different aspects of ArtsSmarts compelling, and distinctly different types of data would be required for each. Partners identified educators (teachers, administrators, and senior Board office personnel) as the audience they most wanted to reach.With that in mind, the decision was made to develop a theory of learning that would serve the dual purposes of explaining ArtsSmarts' impact in Canadian classrooms and framing the research work of the next few years. We felt that establishing an ArtsSmarts theory of learning would help to answer the question, "If ArtsSmarts didn't exist, what would be lost?" Further, a theory of learning would assist teachers, artists and partners in identifying key, essential components of the ArtsSmarts experience, and would also prevent ArtsSmarts from being viewed as a pleasant but unnecessary add-on to classroom activity. The paper that follows develops an ArtsSmarts theory of learning centred on the concept of student engagement

Engaged: Lifetime Leadership Begins at Linfield

Today’s active students are tomorrow’s engaged citizens. Linfield College students are taking part in meaningful service learning experiences, on campus and out in the community, which will shape their lives as engaged citizens

Can Teacher Training in Classroom Management Make a Difference for Children's Experiences in Preschool? A Preview of Findings from the Foundations of Learning Demonstration

Early evaluation results from Newark, NJ, show that Foundations of Learning improved teachers' classroom management and productivity, reduced children's conflict with peers, and engaged students in the learning tasks of preschool. The intervention was implemented in Head Start programs, community-based child care centers, and public schools

Reflexive Learning and Performative Failure

In this paper we emphasize the importance of context for student learning. Based on reflective logs and interview data, we explore how students learn outside of the classroom as they undertake an experiential dissertation project. We identify three different forms of reflexive learning and critique, all triggered by some form of performative failure; scholarly critique, engaged critique and engaged action. Drawing on Butler’s theory of performativity we illustrate how reflexivity is not purely the action of any individual student, rather it is a practice that is co-created within a certain context. As such, we contest individualistic understandings of reflexivity and encourage a careful consideration of the places students and managers are encouraged to be reflexive

From despair to somewhere: activating students in a distance learning environment

Student engagement in part-time and distance learning is critical in terms of retention and progression. But ideas about engagement often focus on academic priorities and on students who collude with the concept of being “active” learners. To establish a virtual community called Student Connections the faculty of Social Sciences at The Open University held a one week online conference where students and academics presented their ideas. Supported by two audio downloads, a drama “This Student Life” and a news magazine “The Podmag”, students were encouraged to attend online ‘Activate sessions’ where they became part of a community and worked on collaborative extracurricular projects that were presented at the Student Connections conference. In reviewing the process of engagement it is proposed that there were four levels; ‘super-engaged’ ‘critically-engaged’, ‘passively-engaged’ and ‘none-engaged’. This paper includes a discussion about the importance of these groups in establishing a community and makes suggestions for further research into student engagement

Work-based learning and lifelong guidance policies

This Concept Note discusses the relationship between lifelong guidance and work-based learning. While these are distinct activities, they are often advanced as approaches to answering similar broad policy challenges, such as developing a skilled and socially inclusive population, ensuring engagement with education and work, and helping people to progress and live happy and useful lives. This paper argues that lifelong guidance can be particularly useful in relation to work-based learning in three main ways: • Engagement. Increasing citizens’ understanding of work-based learning, the routes into it and the rewards of participation. • Achievement. Helping participants (learners, employers and learning providers) in workbased learning to remain engaged and consider how best to enhance their skills and employability. • Transition. Assisting the effective utilisation of the skills developed within work-based learning by supporting individuals in transitions from work-based learning programmes to sustainable employment

Community learning and development training for professionals engaged in community regeneration and community planning

The study was commissioned by the Scottish Executive Development Department to identify training needs and current provision of community learning and development (CLD) training for a range of professionals (other than those formally qualified in CLD) who are engaged in community regeneration and community planning (Local Government in Scotland Act 2003). It was one of a series of studies emanating from the Scottish Executive response to the review: „Empowered to Practice – the future of community learning and development training in Scotland‟. One of the themes of the report taken up by the Scottish Executive was the need for; „wider opportunities for joint training with other disciplines such as teachers, librarians, college lecturers, health workers and social workers‟