Assignment 3: Literature Review - July 23, 2018

Assignment 3 10 Assignment 3: Literature Review 23 July 2018

This research is aimed at establishing whether the integration of arts will enhance student engagement and learning. The specific research question that needs to be addressed is, "Will the further integration of arts promote student engagement and learning among senior students?" Senior students and their faculty members will be involved as respondents where grouping will be done based on whether a respondent previously underwent a curriculum with integrated arts. Within the school environment, the teachers and the sampled students will offer information regarding whether the integration of arts promotes engagement and learning. The responses from the two groups will be compared before a conclusion can be made.

However, before actual research, there are factors such as previous research findings, recent developments in student engagement and learning, and best practices for empirical research in the field of education that need to be considered. The following literature review examines the findings and outcomes of previous researches in a bid to deduce information that may help improve the nature of the actual research process. Kuh, G. D. (2009). What Student Affairs Professionals Need to Know About Student Engagement. Journal of College Student Development 50(6), . George Kuh (2009) has examined the role and contributions of institutional research in expounding more about the student engagement. The author has described the evolution of student engagement within the context of research studies and has also looked into topics that warrant further research in order to fully understand how student engagement can be furthered through effective cooperation between learners and their teachers. Additionally, the author has comprehensively looked into students' engagement and has defined it as effort and time that learners commit to roles and responsibilities linked to desired educational outcomes. Further, the author has also stated that student engagement also calls for what educators do so as to enable students' participation in various classroom and extracurricular activities.

The source will be helpful during compilation of literature review as it will offer important information regarding developments that have been made in learners' engagement. Such developments will need to be considered in the overall research exercises. Doing so will ensure that research outcomes are in line with established developments in the student engagement field. Lawless, K., & Pellegrino, J. W. (2007). Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers. Review of Educational Research 77(4), . Kimberly Lawless and James Pellegrino (2007) have looked into existing literature on technology professional development of the teachers which indicated there is much to be done when it comes to integration of technology in a bid to realize student engagement in learning. The authors argued that there are technological tools that may be effective in promoting learner engagement, but teachers tend to overlook them because a majority is not included in the curriculum requirements. Further, the article has outlined that the majority of the teachers tend to argue that deployment of technological might serve as a distraction from critical concepts and theories that need to be taught. Such teachers are not able to promote student engagement as learners are rarely motivated despite the use of other visual tools. The source will be helpful in enabling the researcher to learn whether the integration of arts only can have predictable and positive results. More so, the researcher will determine whether technology is as important as the arts meaning that a combination of arts may not lead to the desired outcomes. Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do Matter: The Role of College Faculty in Student Learning and Engagement. Research in Higher Education 46(2), 153–184. Paul Umbach and Matthew Wawrzynski (2005) examined national data in a bid to explore the existing correlation between institutional practices and learners' engagement. Though various discrepancies and variations were evaluated, it was seen that learners experienced relatively higher engagement levels when teachers and faculty members utilized learning techniques that were collaborative and active. The data indicated that when faculty members closely involved learners and worked with them collaboratively, it was highly likely for a higher level of student engagement to be experienced. Though the authors did not examine whether the integration of arts had an impact on student engagement, it was concluded that collaborative efforts between teachers and learners led to the improved student engagement. The sources will be helpful in research as it will hint on how teachers and learners can work collaboratively in the integration of arts in a bid to realize the best results. Further, the source will provide information on the importance of collaborative performance between teachers and learners as a means of promoting student engagement.

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools 45(5), 71-113. James Appleton, Sandra Christenson, and Michael Furlong (2008) stated that there is a correlation between learners' behavior, their level of engagement, and attainment of educational goals. Through an examination of previous researches' findings, it was established that learners are normally looking for mentorship, guidance, and direction of the faculty members which when done enables them to be more engaged. Further, the authors noted that student engagement is a collective responsibility where they argue that the teachers are responsible for setting an enabling environment that meets the needs and interests of the learners. The source indicates that the interests and needs of learners may vary, but there are standard tools that can be applied in a bid to promote collective learner engagement. This indicates the importance of the source to the research process. It highlights the manner in which collective learner engagement can be attained. The research process aims at determining whether the integration of arts can lead to improved student engagement meaning the source will offer insightful information that will need to be considered before undertaking the research. Gullatt, D. E. (2007). Research Links the Arts with Student Academic Gains. The Educational Forum 71(3), . David Gullat (2007) examined the extent of activities by educational administrators with the aim of attaining a higher student's academic performance. The author has noted that the integration of arts was established to improve higher-order thinking skills meaning that arts were seen to be responsible for enabling the creation of strong thinkers. On the other hand, it is imperative to note that Gullat asserted that the arts were seen as critical in equipping learners with skills such as active listening and communication skills; meaning that integration of arts led to more associated benefits. Further, the author noted that integration of arts enabled learners to become more sensitive to cultural issues and bias during learning hence they helped promote an effective learning environment for all regardless of their ethnic and cultural backgrounds. It can be seen that the source will be an important one especially when it comes to the general benefits that will be realized if arts can be integrated. The researcher will be able to predict the outcomes in terms of additional benefits that will be realized. Hetland, L., & Winner, E. (2010). The Arts and Academic Achievement: What the Evidence Shows. Arts Education Policy Review 102(5), 3-6. Lois Hetland and Ellen Winner (2010) set out to examine the perceived benefits of integration arts in education in relation to academic improvement. Though the examination of hundreds of articles and publications, the authors concluded that through the integration of arts leads to said academic improvement, there is much that needs to be done for educators to be presented with a definitive framework on how arts can be integrated. The authors found out that various educational institutions had adopted various ways of integrating arts mainly in a manner that suited their needs hence there was no uniformity. This source is highly important as it will help lay the foundation of research as well as help the researcher in examining the best framework for integrating arts in education. More so, the researcher will be able to learn about potential challenges that may be experienced when arts are integrated meaning that research will also aim at evaluating ways through which such challenges can be addressed. Mostly, the source will help lay the foundation upon which the research will be built. Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student Engagement and Student Learning: Testing the Linkages. New York, NY: Springer. The authors have primarily examined the importance of student engagement when it comes to academic performance and achievement. Additionally, they also examined the nature of student engagement in sampled institutions while also evaluating the role of teachers in creating an enabling environment. It was found out that various institutions have different forms of student engagement including equipping learners with skills applicable in a classroom environment. The authors argued that though it was not possible to quantify the correlation between student engagement and academic performance, the former enables educators and teachers to create an effective environment for learning. Such an outcome could have enabled better educational goals and relationships between faculty members and learners. The source will be helpful in outlining the importance of student engagement during learning hence showing the importance of undertaking the research. Further, the source will provide previous findings and outcomes that will be applied in predicting the possible outcomes of the research. George, D. (2015, October 14). More schools are working to integrate the arts into classroom learning. Retrieved from The Washington Post: Donna George (2015) has examined the extent to which schools have been integrating arts and for what primary reasons. From the article, it can be seen that teachers and educators are positive about it terming it as a way of promoting learner motivation and enabling creativity and critical thinking. Arts in education have a significant role to play in compounding learners' skills which is important in making a connection between school's work and the real-life work and responsibilities meaning that the arts prepare them for the future. This source will be important in outlining the primary and secondary benefits of the integration of arts in education hence highlighting the importance of the research. Altrichter, H., Feldman, A., Posch, P., & Somekh, B. (2008). Teachers Investigate Their Work: An introduction to action research across the professions (2nd ed.). New York, NY: Routledge. The authors provide theoretical concepts, frameworks, and practical methods for undertaking action research. The information provided by the authors have been drawn from previous researches and studies hence it offers information that is based on founded on research outcomes. Precisely, the sources provide information on how one can choose data gathering methods, observations of situations, making sense of data, and analyzing it in line with established goals. Essentially, the source will be helpful in guiding the general procedures undertaken during the whole research process. Sagor, R. (2011). The action research guidebook: A four-stage process for educators and school teams (2nd ed.). New York, NY: Corwin/Sage. Richard Sagor (2011) presents a four-stage process that stems from his experience and interactions with educators. The four distinct stages are: clarifying vision and goals, articulation of theory, implementation of action and data collection, and reflection on the data gathered. The author has provided numerous examples to illustrate the nature of the stages. It will be a helpful source as it will guide the researcher through the research process especially when it comes to choosing the method for data collection.

Paper For Above instruction

Integrating arts into educational curricula has garnered increasing attention as a potential strategy to boost student engagement and enhance learning outcomes. The literature indicates that arts integration can foster higher-order thinking, stimulate motivation, and promote cultural awareness, which collectively contribute to improved academic performance among students. This paper reviews key scholarly findings that underpin the rationale for arts integration in education and examines the potential benefits, challenges, and best practices to inform future research initiatives.

A foundational understanding of student engagement reveals that active participation and dedicated effort are critical drivers of academic success. Kuh (2009) emphasizes that student engagement involves students’ investment of time and effort in roles aligned with educational goals, which requires supportive instructional strategies from educators. Engagement is not merely about attendance but encompasses participatory behaviors and emotional investment that sustain motivation. For example, research by Carini et al. (2006) underscores that various forms of engagement—such as collaborative projects and active learning—are linked to positive academic outcomes. Their study suggests that environments fostering collaboration and active involvement can significantly bolster student engagement, which, in turn, enhances learning (Carini et al., 2006).

When examining impulse to integrate arts, it is essential to recognize their role in cultivating higher-order thinking skills and active listening, as highlighted by Gullatt (2007). Artistic activities such as music, visual arts, and drama promote cognitive skills like critical thinking and problem-solving. Gullatt (2007) advocates that arts education develops skills vital for understanding cultural diversity and fostering communication, which are essential attributes in knowledge-based societies (Gullatt, 2007). Moreover, Hetland and Winner (2010) contend that arts integration can positively impact academic achievement; however, their review reveals considerable variation in frameworks used across educational institutions, posing challenges to establishing a standardized practice (Hetland & Winner, 2010).

Empirical studies indicate that successful arts integration coincides with increased motivation and engagement, especially when embedded within collaborative and active learning environments. Umbach and Wawrzynski (2005) explore the significance of faculty involvement in student achievement and note that active collaboration enhances engagement. Although they do not explicitly focus on arts, their findings imply that collaborative approaches could serve as effective catalysts for integrating arts into teaching strategies (Umbach & Wawrzynski, 2005). Similarly, Appleton, Christenson, and Furlong (2008) highlight that student engagement relies heavily on mentorship, guidance, and the creation of an environment that meets diverse student interests, which arts integration could facilitate by providing varied expressive avenues (Appleton et al., 2008).

One overarching theme in the literature is the positive relationship between arts participation and academic gains. Gullatt (2007) points out that arts activities promote cultural sensitivity and social-emotional skills, fostering an inclusive learning climate. This aligns with George (2015), who documents growing implementation of arts in schools to improve motivation and creativity. Such initiatives are driven by recognition that arts can equip students with skills transferable to real-world contexts, including problem-solving, innovation, and critical thinking (George, 2015).

Despite the promising evidence, challenges persist. Hetland and Winner (2010) note the lack of unified frameworks for arts integration, which hampers widespread adoption. Their review suggests that effective arts programs require careful planning, alignment with curriculum goals, and professional development for teachers. To address these issues, action research methodologies, as advocated by Altrichter et al. (2008) and Sagor (2011), offer valuable tools for practitioners seeking to implement and evaluate arts integration initiatives systematically. These frameworks emphasize reflective practice, data collection, and iterative adjustments to optimize outcomes.

In conclusion, the literature underscores the potential of arts integration to improve student engagement and achievement by fostering creative thinking, motivation, and cultural understanding. Nonetheless, successful implementation depends on clear frameworks, teacher preparedness, and collaborative efforts among educators and students. Future research should focus on developing standardized models for arts integration, assessing their efficacy across diverse educational settings, and identifying best practices to overcome implementation challenges.

References

• Altrichter, H., Feldman, A., Posch, P., & Somekh, B. (2008). Teachers Investigate Their Work: An introduction to action research across the professions (2nd ed.). New York, NY: Routledge.
• Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 71-113.
• Gullatt, D. E. (2007). Research Links the Arts with Student Academic Gains. The Educational Forum, 71(3), 1-9.
• George, D. (2015, October 14). More schools are working to integrate the arts into classroom learning. The Washington Post. https://www.washingtonpost.com
• Hetland, L., & Winner, E. (2010). The Arts and Academic Achievement: What the Evidence Shows. Arts Education Policy Review, 102(5), 3-6.
• Kuh, G. D. (2009). What Student Affairs Professionals Need to Know About Student Engagement. Journal of College Student Development, 50(6), 592-607.
• Lawless, K., & Pellegrino, J. W. (2007). Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers. Review of Educational Research, 77(4), 545-582.
• Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do Matter: The Role of College Faculty in Student Learning and Engagement. Research in Higher Education, 46(2), 153-184.
• Sagor, R. (2011). The action research guidebook: A four-stage process for educators and school teams. Thousand Oaks, CA: Corwin/Sage.