Learning through the Arts: Lessons of Engagement
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this article, we describe the effects on student achievement and attitudes of a Canadian school-wide, arts education approach, Learning Through the Arts ( LTTA ). Our sample included over 6000 students and their parents, teachers, and principals. We gathered data, both at the outset and after three years of involvement in LTTA on student achievement, student attitudes towards arts and schooling, and out-of-school activities. We found no baseline differences in achievement nor in socioeconomic status in the LTTA and control schools. At the end of three years, the grade-6 LTTA students scored significantly higher on tests of computation than students in control schools. We conclude the article with suggestions for extending this longitudinal research. Keywords: arts-based learning, arts-based schooling, engagement, arts and achievement Dans cet article, les auteures decrivent les effets sur le rendement scolaire et les attitudes des eleves du programme Apprendre par les arts (APLA) implante dans un reseau scolaire. Lechantillon regroupait plus de 6000 eleves, les parents, les enseignants et les directeurs des ecoles canadiennes participantes. Les auteurs ont collige, au debut dimplantation du programme APLA et apres une periode de trois ans dapplication, des donnees sur le rendement des eleves, leurs attitudes envers les arts et lecole et les activites extrascolaires. Il ny avait aucune difference de base quant au rendement ou au statut socioeconomique entre les ecoles ayant recours au programme APLA et les ecoles temoins. Au terme de letude de trois ans, les eleves qui ont appris avec le programme APLA ont obtenu en mathematiques des notes nettement superieures a celles des eleves des ecoles temoins. Mots cles: enseignement et apprentissage par les arts, participation, arts et rendement des eleves.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it