FINAL Transforming Education Through The Arts And Media TEAM Final .
TRANSFORMING EDUCATION THROUGHTHE ARTS AND MEDIA (TEAM):FINAL EVALUATION REPORTFebruary 2015Prepared by:Beverly J. Dretzke, Principal InvestigatorShannen Yap, Research AssistantCenter for Applied Research and Educational ImprovementUniversity of Minnesota1
How to Cite This ReportDretzke, B. J., & Yap, S. (2015, February). Transforming Education Through the Arts and Media(TEAM): Final Evaluation Report. Saint Paul, MN: University of Minnesota, College of Education andHuman Development, Center for Applied Research and Educational Improvement.Contact InformationCenter for Applied Research and Educational ImprovementCollege of Education and Human DevelopmentUniversity of Minnesota1954 Buford Avenue, Suite 425Saint Paul, MN 55108USATelephone: (612) 624-0300Email: carei@umn.eduCenter for Applied Research and Educational ImprovementUniversity of Minnesotaii
Table of ContentsPageOverview.1Data Collection Methods .2Planning Year (Year 1) Results .2Results of Surveys Administered to Students in TEAM ProgramYears (Years 2 to 4) .3Students’ Computer Skills .3Students’ Behaviors and Skills Related to Consumption of Media.3Students’ Behaviors and Skills Related to Communication Using Media .6Students’ Behaviors and Skills Related to Creation Using Media .6Supplementary Analyses of Survey Responses Given by Students Who WereTEAM Participants in Both Grade 7 and Grade 8 .9Students’ Computer Skills .9Students’ Behaviors and Skills Related to Consumption of Media.10Students’ Behaviors and Skills Related to Communication Using Media .10Students’ Behaviors and Skills Related to Creation Using Media .10Benefits to Students’ Learning and Engagement from Working with TEAMTeaching Artists, Years 2 to 4 .12Benefits to Students’ School Attendance from Working with TEAM TeachingArtists, Years 3 to 4 (APR Performance Measure 3.5) .13Impact of TEAM on Students’ General Motivation and Engagement(APR Performance Measure 3.3).14Impact of TEAM on Students’ Achievement Test Performance (APRPerformance Measures 3.1 and 3.2) .15Impact of TEAM on Students’ Achievement Test Performance (GPRA) .16Results of Surveys Administered to Teachers in TEAM ProgramYears (Years 2 to 4) .18Teachers’ Perceptions of Growth in Their Students’ Media Skills.18Teachers’ Use of Technology and Media Arts Integration in Their Classrooms .19Impact of TEAM on Teachers’ Ability to Create Curriculum Integrating MediaArts and Technology (APR Performance Measure 2.3) .19Impact of TEAM on Teachers’ Capacity to Use Integrated Media Arts andTechnology Instruction Outside the Residency (APR Performance Measure 2.4).20Teacher’s Level of Involvement .21Strategies to Increase Teacher Capacity .22Flexible Residency Schedules .22Professional Development Sessions Held at the Participating Schools .23Fellowship Program .23Website .23Center for Applied Research and Educational ImprovementUniversity of Minnesotaiii
Summary and Conclusions .23Appendices . 26Appendix A: Demographic Information about Schools Participating in TEAM .26Appendix B: Teacher Pre-Residency Survey .27Appendix C: Teacher Post-Residency Survey.34Appendix D: Student Pre-Residency Survey.43Appendix E: Student Post-Residency Survey .49Appendix F: Summary of Analyses of Survey Responses Given by StudentsWho Participated in TEAM in Both Grade 7 and Grade 8 .55Appendix G: TEAM and Comparison Students’ Performance on ISAT Readingand ISAT Math .63Center for Applied Research and Educational ImprovementUniversity of Minnesotaiv
OverviewTransforming Education Through the Arts and Media (TEAM) is an arts integration program based on theconcept of the 21st century transliterate learner who acquires knowledge and interacts across a range oftools, platforms, and media. Over a period of four years, TEAM was implemented in seventh- andeighth-grade classrooms by the Center for Community Arts Partnerships (CCAP) at Columbia CollegeChicago in collaboration with Chicago Public Schools (CPS). The fourth year of TEAM was completedin the 2013-14 school year. Funding was provided in part by a four-year grant from the Department ofEducation through the Arts in Education-Model Development and Dissemination (AEMDD) GrantsProgram.TEAM had two primary goals: a) Increasing student motivation and achievement through media artsprojects, and b) Increasing teacher capacity to integrate media arts and technology in classroom practice.In all four years, teaching artists from Columbia College were paired with classroom teachers to providearts-integrated instruction in core curriculum units. During the artist residencies, teachers and studentslearned filmmaking, blogging, web design, gaming, digital photography, or other technology-based artforms to obtain an enhanced understanding of academic content and the world around them. In addition,professional development was provided to the classroom teachers to increase their media arts skills andtheir understanding of media arts integration strategies.Over the four years of implementation, approximately 1,200 seventh- and eighth-grade students in fiveChicago schools participated in TEAM. Student enrollment in the participating schools was comprised of88% to 100% students of color and 92% to 99% low-income. From 40% to 74% of students met orexceeded proficiency in all tested subjects. Additional demographic information about the participatingschools is presented in Appendix A. In addition to students, a total of 30 classroom teachers, 18Columbia College teaching artists, and 22 Columbia College student assistants also participated inTEAM.Because the TEAM program model was designed to respond to changes in the learning environment, adevelopmental evaluation approach was utilized. Developmental evaluation is appropriate for dynamicsituations where goals, participants, and/or settings are expected to keep changing as a program evolves.TEAM’s first year was a planning year in which the TEAM staff learned about their participants frompilot data that were collected. Based on results of the pilot, several modifications were made to programdelivery and to the evaluation instruments. Over its four years, TEAM experienced additional changessuch as changes in the participating schools, teacher partners, and methods of program delivery.Throughout the changes, TEAM evaluators tracked outcomes of participating students related totechnology skills, academic engagement and motivation, and achievement in reading and mathematics.Also tracked were outcomes related to participating teachers’ capacity to integrate media arts andtechnology into classroom practice. The purpose of this report is to present TEAM’s successes andchallenges and to share insights regarding strategies to ensure that teachers will continue to utilize mediaarts integration on their own when they are no longer collaborating with teaching artist partners.Center for Applied Research and Educational ImprovementUniversity of Minnesota1
Data Collection MethodsPre- and post-residency surveys were administered each year to teachers to gather information on howthey used media arts and technology in their classrooms, their capacity to integrate media arts andtechnology, their perceptions of their students’ growth in media arts skills, and their perceptions of theteacher-teaching artist collaboration. Pre- and post-residency surveys were also administered to students.The student surveys were designed to gather information on their academic motivation and engagement,their media and technology skills and attitudes, and their perceptions of working with a TEAM teachingartist. In addition, pre- and post-residency scores on the Illinois Standards Achievement Test (ISAT)were obtained for both participating and comparison students. Copies of the teacher and student surveysare provided in Appendices B through E.Planning Year (Year 1) ResultsTEAM’s first year, 2010-11, was a planning year that included the implementation of pilot residencies.The pilot residencies were conducted in core courses during the spring semester over a period of 1 to 2months for approximately 1 to 2 hours each week. Pre- and post-residency surveys were developed andwere administered to the teacher and student participants before the teaching artist residencies began andimmediately after the residencies were completed. The results of analyses carried out on the pilot datahelped the TEAM staff learn about their participants. They were especially interested in participants’responses related to communication, consumption, and creation uses of media arts. The adequacy of thesurvey instruments was also examined.The major findings of the planning year surveys are shown below. TEAM students had a great deal of familiarity and experience with many types of technology andmedia arts.TEAM students possessed more skills and knowledge related to the use of media forcommunication (e.g., texting) and for consumption (e.g., playing video games) than for creation(e.g., creating a website).TEAM teachers had less experience and lower skill levels in using technology and media artsthan their students.Very few TEAM teachers integrated media arts into classroom instruction on a regular basis.TEAM staff responded to the planning year findings with decisions regarding program emphasis andprofessional development experiences for participating teachers. Evaluators, together with program staff,responded by reviewing and revising the student and teacher survey instruments. Actions that were takenare listed below. The TEAM program model was modified to place special emphasis on creating and on the socialaspects of connecting, communicating, and collaborating.Professional development for teachers was designed to increase skill levels and knowledgerelated to integration of technology and media arts.Survey instruments were revised to obtain data regarding new media literacy skills rather thancompetencies related to specific tools.Response scales were modified to make survey feedback more informative for TEAM programstaff.Center for Applied Research and Educational ImprovementUniversity of Minnesota2
Results of Surveys Administered to Students inTEAM Program Years (Years 2 to 4)Differences between students’ pre- and post-residency survey responses were analyzed via nondirectionalWilcoxon signed ranks tests with the type 1 error probability set at .05 for each test. Statisticallysignificant differences are noted in the summary tables and are discussed in the following sections.Results are summarized by four areas: a) Students’ computer skills, b) Students’ behaviors and skillsrelated to consumption of media, c) Students’ behaviors and skills related to communication using media,and d) Students’ behaviors and skills related to creation using media. Students’ Computer SkillsThe pre- and post-residency questionnaires administered to students asked them to rate their skill levelson several computer-related tasks. The results are displayed in Table 1. Statistically significant increaseswere noted in the students’ self-ratings of their skills in: Using video, sound, or pictures in Power Point or Keynote in presentations for classDownloading and installing software from the InternetUploading or editing photos, videos, and soundUsing photos, videos, and sound in class presentationsUsing tools like spell check, calculator, and thesaurusUsing Google Maps to find information about a neighborhoodUsing Excel to make a data baseOnly one of these skills, however, was associated with a significant increase in all three years. That wasthe skill of uploading or editing photos, videos, and sound. Ratings of the other skills were associatedwith a statistically significant increase in only one or two of the three program years. One skill did nothave a significant pre-post difference in any of the program years. That skill was the one of learning howto do something new on a computer, camera, phone, or other device by seeing what happens whenplaying around with it. Differences in results regarding the students’ computer skills from one year to thenext were likely due to the specific skills needed for the projects designed collaboratively by the teachingartist-classroom teacher pairs for each classroom and the students’ entry-level skills. Students’ Behaviors and Skills Related to Consumption of MediaStudents responded to eight survey items regarding consumption of media. They gave their responsesusing a four-point agreement scale: Strongly disagree, kind of disagree, kind of agree, strongly agree.Table 2 displays a summary of the analysis results. Across TEAM program years 2 to 4, only four prepost differences were statistically significant. Three of the significant differences were associated withincreases in agreement and one was associated with a decrease. A comparison of the pre- and postresidency responses given by students in the second program year indicated that they increased theirability to recognize prejudice or bias in media and that they thought more about how people their ownage, ethnicity, and gender are represented in movies, TV shows, and magazines. In the fourth programyear, a comparison of pre- and post-residency responses indicated students became more particular aboutwhat they watched, read, and listened to and that they were more likely to visit only websites they knewwere safe. The result regarding the latter behavior in year 4 was especially noteworthy since the pre-postdifference in agreement was an increase of 63 percentage points. The significant decrease in agreementoccurred in year 3 for the item concerning following favorite books, actors, shows, and musicians acrossdifferent platforms and media. The agreement rate for this item decreased from 83% to 80% Overall,Center for Applied Research and Educational ImprovementUniversity of Minnesota3
Table 1. Students’ Self-Ratings of Their Computer-Related Skills, TEAM Program Years 2 to 4Students’ Mean Skill Ratings(ResponseScale:NoExperience 1, Basic 2, Intermediate 3, Expert 4)Computer-RelatedSkillYear 2 (2011-12)Year 3 (2012-13)Year 4 (2013-14)PrePostPrePostPrePostnpnpnUse video, sound, orpictures in Power2.522.802.562.752.682.79283 .001380 .001183Point or Keynote s for classUse Excel to make a2.142.392.222.232.242.29database or solve math283 oblemsUpload or edit my2.963.182.832.992.933.10own photos, videos,281 and sound.Download and install2.852.992.772.902.992.95software from (0.90)Internet.Use Google Maps tofind information about3.143.293.243.203.273.28281.004380ns179a neighborhood or(0.91)(0.82)(0.84)(0.89)(0.77)(0.75)certain locationUse tools like spellcheck, calculator,3.443.543.383.433.443.47dictionary, 0.62)(0.64)etc. to help me in mylearning or workLearn how to dosomething new on acomputer, camera,3.283.353.243.283.263.28phone, or other 0.74)by seeing whathappens when playingaround with itCenter for Applied Research and Educational ImprovementUniversity of Minnesotapnsns.01nsnsnsns4
Table 2. Students’ Behaviors and Skills Related to Consumption of Media, Team Program Years 2 to 4Agreement Rate(%ofStudentsSelectingKind of Agree or Strongly Agree)Behavior or Skill Related toConsumption of MediaYear 2 (2011-12)Year 3 (2012-13)Year 4 (2013-14)PrePostPrePostPrePostnpnpnpI am very picky about what I watch read, and281 73% 78%ns37674% 77% .001178 70%80%.016listen to.When I’m interested in a topic or issue, I try toget information from a bunch of different sources281 85% 88%ns38087% 88%ns180 81%85%ns(like TV, radio, the Internet, etc.) to understand itmore fully.When I search for something online and I getthousands of results, I can effectively decide279 85% 86%ns37088% 91%ns178 90%89%nswhich ones will be the most useful for me.I follow my favorite books, actors, shows,musicians, etc. across different platforms and281 78% 82%ns37683% 80% .028180 82%82%nsmedia (TV, magazines, Internet, Facebook,Twitter, etc.).I can recognize prejudice or bias in media279 78% 90% .001 37281% 84%ns179 91%92%ns(racism, sexism, etc.).I can tell whether or not an online information278 82% 87%ns37586% 87%ns178 87%89%nssource is reliable and accurate.I think about how people my age, ethnicity, andgender are represented in movies, TV shows, and 276 76% 86%.00436980% 80%ns177 72%76%nsmagazines.I only visit websites I know are safe.281 75% 76%ns37283% 78%ns178 20%83% .001Center for Applied Research and Educational ImprovementUniversity of Minnesota5
the results indicate that, prior to participating in TEAM, the students were already exhibiting fairly highlevels of media consumption, and in two of TEAM’s programs years, the teaching artist residencieshelped the students to become more cautious and discerning as consumers of media. Students’ Behaviors and Skills Related to Communication Using MediaStudents responded to six survey items that concerned communication using media (see Table 3). Thesame agreement scale described earlier was also used for these items. Two items were associated with astatistically significant pre-post difference. The pre-post difference for the item that stated “I act, talk,and treat people differently online than I do in person” was statistically significant only in year 2, and thedifference was an increase in agreement. The other significant pre-post difference was a decrease. Thatitem concerned sharing links and videos on media sites like Facebook, YouTube, or Twitter. It is difficultto detect any pattern in the results regarding communication using media. The number of increases wasapproximately equal to the number of decreases, and the pattern in the differences was not consistent overthe three years for any of the six items. Students’ Behaviors and Skills Related to Creation Using MediaResults of statistical tests carried out on the six items concerning creation indicate that TEAM was verysuccessful in promoting students’ creative activities in program years 2 and 4 (see Table 4). In both ofthese program years, TEAM students significantly increased their ability to tell stories in different ways,such as through photography, video, writing, and drawing, and their ability to create art or media thatrepresents who they are. In addition, in both of these years, students became significantly more confidentin sharing their work with others, not only with their classmates but also with a larger audience online.An additional pre-post increase that was statistically significant only in year 4 indicates that students whoparticipated that year increased their knowledge of using visual clues to get across information about acharacter, setting, or other concepts. The results for year 3, however, were quite different. The preresidency agreement rates were somewhat higher than in the other two years, and none of the pre-postdifferences were statistically significant.Center for Applied Research and Educational ImprovementUniversity of Minnesota6
Table 3. Students’ Behaviors and Skills Related to Communication Using Media, TEAM Program Years 2 to 4Agreement Rate(%ofStudentsSelectingKind of Agree or Strongly Agree)Behavior or Skill Related toCommunication Using MediaYear 2 (2011-12)Year 3 (2012-13)Year 4 (2013-14)PrePostPrePostPrePostnpnpnI enjoy using things like Wikipedia, team games,online fan communities, and community message284 56% 62%ns37059% 59%ns177 64%62%boards to collaborate and have conversationswith people I’ve never met.I like to share links, videos, and other cool stuffon social media sites like Facebook, YouTube, or 282 80% 83%ns37576% 79%ns174 78%70%Twitter.When I can’t solve a problem or find a piece ofinformation by myself, I use the Internet or social284 85% 89%ns37690% 88%ns176 93%90%media to connect with others and find what I amlooking for.When I go online, I feel like I am part of a273 64% 69%ns37670% 66%ns177 70%68%community.I act, talk, and treat people differently online than279 38% 48%.02637246% 43%ns179 51%53%I do in person.I often comment on articles, photos, or videos283 69% 66%ns37468% 62%ns179 45%54%online.Center for Applied Research and Educational ImprovementUniversity of Minnesotapns.024nsnsnsns7
Table 4. Students’ Behaviors and Skills Related to Creation Using Media, TEAM Program Years 2 to 4Agreement RateBehavior or Skill Related toYear 2 (2011-12)Year 3 (2012-13)Creation Using MediaPrePostPrePostnpnI can tell stories in different ways, such asthrough photography, video writing, drawing,280 73% 79%.02937684% 80%etc.I can create art or media that represents who I282 72% 80%.01537276% 80%am.I feel confident sharing my original creative277 65% 76%.00537174% 73%work with my classmates.I feel confident sharing my original creative279 51% 63%.00237154% 61%work with a larger audience online.When making a video or creating an image, Iknow how to use visual clues to get acrossinformation about a character, setting, or other279 77% 81%ns37879% 81%concepts (for instance, the type of clothing acharacter wears might tell us about them beforethey even speak).I consider myself a media artist or producer.*281 48% 48%ns37354% 57%Year 4 (2013-14)PrePostpnpns17727%75% .001ns17726%79% .001ns17331%72% .001ns17842%55%.022ns17821%81% .001ns17851%47%ns*Note: The words “or producer” were omitted in years 3 and 4.Center for Applied Research and Educational ImprovementUniversity of Minnesota8
Supplementary Analyses of Survey Responses Given by Students Who Were TEAMParticipants in Both Grade 7 and Grade 8Supplementary analyses were carried out on the responses of students who participated in TEAM in bothgrade 7 and grade 8 (see Appendix F). Analyses were carried out on two groups of “both grades”students: a) TEAM grade 7 participants in year 2 who were also TEAM grade 8 participants in year 3,and b) TEAM grade 7 participants in year 3 who were also TEAM grade 8 participants in year 4. In thefollowing paragraphs, the results of the “both grades” analyses are compared to the results of analysespresented earlier that were carried out on all student participants. The reader should keep in mind that thesample sizes for the “both grades” analyses were substantially smaller than the sample sizes for analysescarried out on all student participants. Therefore, it is very possible that the “both grades” analyses hadless statistical power (i.e., a lower probability of finding a statistically significant difference). Students’ Computer SkillsYears 2 to 3: In year 2, fewer items were associated with statistically significant differences forthe “both grades” analyses (one item) than in the “all students” analyses (six items). The onlyitem that was associated with a statistically significant pre- to post-residency increase in both setsof analyses was: Use video, sound, or pictures in Power Point or Keynote in presentations for classIn year 3, the “both grades” and “all students” results were more similar. Three pre-postincreases were statistically significant in the “all students” analyses and two pre-post increaseswere statistically significant in the “both grades” analyses. The two items that were significant inboth sets of analyses in year 3 were: Use video, sound, or pictures in Power Point or Keynote in presentations for classUpload or edit my own photos, videos, and soundYears 3 to 4: In year 3, four items were associated with a statistically significance increase inthe “both grades” analyses compared to three items in the “all students” analyses. The threeitems with significant pre- to post-residency increases in both sets of analyses were: Use video, sound, or pictures in Power Point or Keynote in presentations for classUpload or edit my own photos, videos, and soundDownload and install software from the InternetThe additional item that was significant in only the “both grades” analysis was: Use tools like spell check, calculator, dictionary, thesaurus, etc. to help me in my learningor workIn year 4, the “both grades” and “all students” analyses produced exactly the same results. Morespecifically, only one item was associated with a statistically significant pre-post increase, andthat was: Upload or edit my own photos, videos, and soundCenter for Applied Research and Educational ImprovementUniversity of Minnesota9
Students’ Behaviors and Skills Related to Consumption of MediaYears 2 to 3: In year 2, fewer items were associated with statistically significant differences forthe “both grades” analyses (one item) than in the “all students” analyses (two items). The onlyitem that was associated with a statistically significant pre- to post-residency increase in both setsof analyses was: I can recognize prejudice or bias in media (racism, sexism, etc.).In year 3, the “both grades” analyses had no statistically significant differences whereas the “allstudents” analyses had two.Years 3 to 4: In year 3, two items were associated with a statistically significance increase in the“both grades” analyses and in the “all students” analyses. One of the items was significant inboth sets of analyses: I am very picky about what I watch, read, and listen to.The item that had a statistically significant pre-post residency increase only in the “both grades”analysis was: I can recognize prejudice or bias in media (racism, sexism, etc.).In year 4, the “both grades” analyses had one statistically significant pre-post difference whereasthe “all students” analyses had two. The significant result the two sets of analyses had incommon was for a pre-post increase in responses given to the item: I only visit websites I know are safe.Students’ Behaviors and Skills Related to Communication Using MediaYears 2 to 3: In year 2, no items were associated with a statistically significant difference in the“both grades” analyses compared to one item in the “all students” analyses. In year 3, no pre-postdifferences were statistically significant in either set of analyses.Years 3 to 4: In year 3, no pre-post differences were statistically significant in either set ofanalyses. In year 4, only one item was statistically significant in both sets of analyses, and it wasthe same item. This item was associated with a statistically significant pre-post residencydecrease: I like to share links, videos, and other cool stuff on social media sites like Facebook,YouTube, or Twitter.Students’ Behaviors and Skills Related to Creation Using MediaYears 2 to 3: In year 2, the “both grades” and “all students” analyses produced very differentresults. None of the six pre-post differences in the “both grades” analyses were statisticallysignificant whereas four of the six were significant pre-post increases in the “all students”analyses. In year 3, the results were exactly the same. None of the pre-post differences werestatistically significant in either the “both grades” analyses or the “all students” analyses.Center for Applied Research and Educational ImprovementUniversity of Minnesota10
Years 3 to 4: In year 3, none of the pre-post differences were statistically significant in either the“both grades” analyses or the “all students” analyses. In year 4, the same four items wereassociated with statistically significant increases in both the “both grades” analyses and the “allstudents” analyses. These items are shown below. I can tell stories in different ways, such as through photography, video, writing, drawing,etc.I can create art or
Education through the Arts in Education-Model Development and Dissemination (AEMDD) Grants Program. TEAM had two primary goals: a) Increasing student motivation and achievement through media arts projects, and b) Increasing teacher capacity to integrate media arts and technology in classroom practice.
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