The first report, written by Dr. Gail Burnaford , focused primarily on three years of collecting evidence of progress meeting PAIR teacher professional development goals, the evolution of teacher professional development outcomes in comparison with control group teachers, and speculation on theg eneral impact of high quality PAIRteacher practices on student learning.
The second and third parts of this report, written by Dr. Lawrence Scripp and his research team from the Center for Music-in-Education and CAPE (2011-2012], focus on the impact of PAIR on student learning. This second report (2011) reports primarily on differences among control-treatment statistical comparisons of PAIR student academic test outcomes. The following third report (2012) features an extensive review of qualitative and quantitative aspects all PAIR student arts integration outcome data. In addition, it provides a comprehensive analysis of the possible statistical links between seven teacher professional development factors and four student learning outcomes.
In this paper reports on a research project in arts integration education, conducted in the Chicago Public Schools in partnership with Chicago Arts Partnerships in Education (CAPE), a research-based organization focused on optimizing the impact of artists and arts learning in schools for the benefit of whole-school improvement in arts learning, teacher professional development, and school culture.