<p> In the past decade, advocacy for theater arts programs in schools has increased. New research suggests that the application of theater arts in conjunction with academics provides many social-emotional benefits for students, including increases in empathy. Although there appears to be a strong link between theater and empathy, many previous experiments have focused their research on the experimental implementation of short-term programs or after school activities. In fact, few studies have explored the effects of theater education classes as part of an already existing curriculum. This mixed methods study investigated the relationship between levels of self-reported empathy and experience in a curriculum-based high school theater program. Specifically, differing degrees of affective and cognitive empathy were measured in students who have been exposed to a multi-year high school theater program versus peers with no theater experience. The study consisted of 75 students enrolled in a rural high school that offered a multi-year curriculum-based theater program. Results of this study indicated that high school students enrolled in the theater program displayed significantly higher levels of self-reported affective empathy across groups. However, no difference in cognitive empathy was found. Additionally, qualitative interviews implied that there is a unanimously positive attitude toward employing theater arts in the high school curriculum. Future implications for further research and practice are discussed.</p>

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<p> Student engagement is a prominent indicator of a student&rsquo;s academic success (Harbour, Evanovich, Sweigart, &amp; Hughes, 2015). Leavy (2015) continued the engagement dialogue by stating the arts can be highly engaging and a high-yield strategy leading to academic success. Research has been conducted on arts integration, but little research specifically aligns arts integration with student engagement (Mason, Thormann, &amp; Steedly, 2004). Further, there is a lack of depth within arts-integration research on all of the &ldquo;arts&rdquo; (including music, visual arts, drama, and dance) (Mason et al., 2004). In this qualitative study, student engagement was viewed from teachers&rsquo; perspectives within one urban elementary school which focuses on arts integration. Seven teachers were interviewed and 10 observations were conducted in various classrooms at the same arts-integrated elementary school. Commonalities among teacher perceptions from those interviewed were identified from the analysis of data. Participants agreed arts integration was a teaching strategy students appreciated and preferred. Additionally, participants reported they enjoyed teaching in an arts-integrated setting; however, interview data revealed teachers at the school site did not have collaborative planning. Teachers in an arts-integrated school must collaborate on lesson planning to effectively create an integrated, collaborative plan (Riley, 2012). The findings from this study may help teachers and school leaders identify the components of student engagement in an arts-integrated classroom within the elementary setting.</p>

<p> Technology should play an important role in K-12 education, according to most educators and policymakers (Hastings, 2009). However, despite numerous classroom technology initiatives, supplemental funding, increased availability, encouragement by stakeholders, and urgency to develop 21st-century skills needed for the technology age, students and teachers are not making use of technology effectively in classrooms (Hastings, 2009). In this qualitative study, the researcher detailed how perceptions of technology coaches and teachers in sixth- through eighth-grade southwest Missouri classrooms related to the best model for implementing a technology coach. The duties and qualifications perceived to be important for the position of technology coach were reviewed. Eight technology coaches and eight classroom teachers were interviewed to learn how the position of technology coach has impacted the participants and their schools. Common perceptions were found after data were reviewed. Teachers noted advantages to having a technology coach in the building included the following: troubleshooting support, professional development, research of new programs, support with incorporating technology into curriculum, and an accessible person when there is a technology need. Technology coaches reported the importance of teachers having support in classrooms as an advantage to the position. Teachers and coaches both supported the concept of a coach in the classroom modeling technology integration and working directly with teachers. Professional development was also noted as an important part of a coach&rsquo;s job duties. Conclusions from this study may help school leaders better address the job responsibilities of a technology coach.</p>

<p> Advancements in medicine have allowed surgeons a menu of options in post-mastectomy breast reconstruction. A conundrum exists, however, in flap selection when faced with varying patient body types. In the case of the athletic patient who does not have the appropriate amount of donor site tissue to warrant a Transverse Rectus Abdominus Musculocutaneuos Flap (TRAM) the Transverse Musculocutaneous Gracilis Flap (TMG) is an appropriate alternative due to its functional and aesthetic benefits. An intricate and timely process, the TMG procedure can be difficult to understand for the layperson. Therefore, a need for a condensed and standardized description exists. By breaking the process down and illustrating the procedure one can effectively deliver the information for use across all realms of publication and education.</p>

<p>The growing diversity of museum visitors has shifted art museums? educational goals towards developing new ways for visitors to create meaningful experiences. Currently, the predominant method of instruction for adults relies on the lecture based format. The argument made in this study suggests that the interactive strategies used for children could be equally beneficial if applied to adults, provided these activities are designed specifically for adults. Based on the research, when interactive activities are made available to adults it is usually done through a ?multi-generational? approach, inherently geared for adults accompanying children. To address this concern, the study surveyed the educational departments and programs of eight museums in Southern California. The results explore current educational trends and conclude with suggestions how museums can begin modifying and implementing interactive strategies for the adult visitor.

<p>The researcher designed this study to investigate a possible correlation between the number of years of fine arts coursework and achievement on the American College Test (ACT). The district studied was predominantly African American; therefore, similar schools may use the results to plan strategies to reduce the achievement gap. Results included a mild positive correlation between student ACT achievement and coursework in visual arts, and a moderate correlation between ACT achievement and performing arts. The more fine arts coursework a student received, the higher his or her ACT score. The researcher conducted a z-test for difference in means to compare the ACT scores of students with two or more years of fine arts to the district population?s average ACT score. The researcher found significant statistical difference in ACT scores. Finally, the researcher conducted a z-test for difference in means to see if number of years of fine arts coursework correlated to student achievement on each of the ACT sub tests: English, Math, Reading, and Science. The researcher found students with two or more years of arts coursework scored higher on each sub test than students who only took one required year of fine arts. The researcher noted this study could be important to curricular programming and increased student achievement in the future.

This collective case study explores the confluence of educational policy and professional praxis by examining the ways art teachers in one public school district make decisions about creating and implementing curricula. Through various interpretations of one district's formal and informal expectations of art teachers, some of the complexities of standards, instruction, and assessment policies in public schools are described. The research shares how art teachers are influenced by local policy expectations by examining how five K-12 art teacher participants negotiate their ideological beliefs and practical knowledge within the professional context of their local setting, and presents an art teacher decision-making framework to conceptualize the influences for praxis and to organize analysis. Case study data include in-depth interview sessions, teaching observations, and district policy artifacts. Themes emerge in the findings through coding processes and constructivist grounded theory analysis methods. The research describes how participants interpret and negotiate expectations, finding curricular freedom and participation in public exhibition as central policy factors. Contributing the perspectives of art teachers to the literature of policy implementation and fine arts education, the study finds that balancing autonomy and mandates are primary sites for negotiating praxis and that informal expectations for student exhibition contribute to a culture of competition and teacher performance evaluations. The study presents implications for policy makers, administrators, and art educators while sharing possibilities for future research about policy expectations. The research describes how participants interpret and negotiate expectations, finding curricular freedom and participation in public exhibition as central policy factors. Contributing the perspectives of art teachers to the literature of policy implementation and fine arts education, the study finds that balancing autonomy and mandates are primary sites for negotiating praxis and that informal expectations for student exhibition contribute to a culture of competition and teacher performance evaluations. The study presents implications for policy makers, administrators, and art educators while sharing possibilities for future research about policy expectations.

The purpose of this study is to gain understanding of the types and purposes of art museum educational programs, services and collaborative projects that have been developed by art museum educators for university audiences. Additionally, this study examines the challenges in creating and sustaining these educational experiences. This study presents results from an exploratory qualitative web survey administered to art museum educators from public, private, and university art museums. This study provides insight into the relationships between the art museum educators and the university audiences. Additionally, this study underscores the importance of understanding theoretical differences from which art museum educators and university audiences view the educational role of the art museum and its collections.

This thesis presents a study of current research on effective teaching strategies in art beyond the European tradition content area of the Advanced Placement Art History (APAH) examination administered by the College Board. Three Advanced Placement Art History teachers participated in this study. Each teacher demonstrated successful and effective strategies in her APAH program. The criteria for selection required that each participant taught the class for three years (2001-4) and their students scored higher than the national average as published by the College Board. Each teacher discussed with the author how they teach the art beyond the European tradition content area. Presented in this study are teaching strategies each participant used in the classroom. Emphasis is placed on effective strategies that ask the students to participate in their learning.