Center Staff Publications
Griffin Center senior staff members, Dr. Kim Atwill and Dr. Lynn Waldorf, are authors and noted contributors in the fields of arts education, early language acquisition, and literacy development.
October 2011 Release
Arts Education in Colorado Guidebook & Resources
Written by Lynn Waldorf and Susan McGreevy-Nichols, with Stella Yu
Published by the Colorado Department of Education
Audience: district and school administrators, teachers, parents, and community partners
The Arts Education in Colorado Guidebook & Resources provides a descriptive framework for developing high quality arts education programs in K-12 public schools. While written with Colorado’s schools in mind, the framework is applicable for any school that wants to provide its students with rigorous learning opportunities in and through the arts that foster artistic development, the acquisition of 21st Century skills, academic achievement, and postsecondary and workforce readiness.
This guidebook—as the first highly collaborative project among Colorado educators, business leaders and arts partners—connects educational needs with visual and performing arts activities in communities across the state. The index includes an extensive listing of national and state research publications and policy guides on arts education issues, plus a county-by-county listing of Colorado’s community arts and cultural providers with education programs and services for students. The Guidebook is available as a free downloaded at: http://www.cde.state.co.us/CoArts/ArtGuidebook.asp
January 2011 Release
Dynamics of a Teaching Artist Residency
AWARD WINNING STUDY PUBLISHED
Dynamics of a Teaching Artist Residency: Mentorship, Collaboration, Assessment. (Waldorf, L., 2010). Saarbrücken, Germany: VDM. ISBN 978-3-639-28591-8 $105
Email us today to order a copy. Free shipping!
Lynn Waldorf, Executive Director at Griffin Center, wrote a research dissertation in 2005 on the internal dynamics of an effective teaching artist training program. The study won the Leigh Burstein Research Methodology Award at UCLA and a Dissertation of the Year Award from the Arts and Learning SIG of the American Educational Research Association. It has since been updated and published in book form by an academic press, to reach a broader audience.
Dynamics of a Teaching Artist Residency explores the role of artist mentorship, teacher collaboration and student assessment in a teaching artist professional development program. As part of a growing body of sound research on the work of teaching artists in public education, the book is of particular value for teaching artists and program administrators involved in their sponsorship and training. It follows the residencies of three pairs of artists as they work to integrate instruction in their art form with language arts standards and improve their teaching skills at the same time. More generally, it provides an analytical perspective for anyone interested in understanding the potential for broadening and deepening student learning experiences in and through the arts. Available through Griffin Center (free shipping), Amazon.com, Barnes & Noble, and other academic book distributors.
Arts Education Studies
Creative Careers Workforce Preparation
- Chancellor's Office of California State University (2001). CSU Summer Arts 2000: Program effectiveness for career preparation. Waldorf, L.
- Atwill, K. & Rudolph, L. (2011, December). Situating for success: How arts-integration increases engagement. Learning Forward Conference. Anaheim, California
Leadership & Policymaking
- City of San Diego Commission for Arts and Culture (2004). San Diego Arts Education Partnership: State of the partnership report. Waldorf, L.
- City of San Diego Commission for Arts and Culture (2003). San Diego Arts Education Partnership: Year II evaluation. Waldorf, L.
- Los Angeles County Arts Commission (2010). Engaging Senior Leadership to Advance Arts in Schools: An examination of Los Angeles County's Arts for All 2009-10 Leadership Fellows Program. Levin, K. & Waldorf, L.; ed. Chiavaroli, L. Gibas, T.
- Waldorf, L. (2001). A boost for arts education, Santa Monica Mirror, May 9.
Program Evaluation & Assessment
- Armory Center for the Arts (2002). California Arts Council Demonstration Grant: Year I evaluation. Waldorf, L.
- Catterall, J. & Waldorf, L. (1999). The Chicago Arts Partnerships in Education: Summary evaluation. In E. B. Fiske (Ed.), Champions of Change: The Impact of the Arts on Learning. Washington, DC: The Arts Education Partnership.
- Chicago Arts Partnerships in Education (2000). CAPE II partnerships: Year I evaluation of eleven new partnerships. Catterall, J. & Waldorf, L.
- Chicago Arts Partnerships in Education (1999). CAPE summary evaluation report. Catterall, J. & Waldorf, L.
- Saugus Union School District (2003). Art in Motion Dance Program: 2002/03 Program evaluation. Waldorf, L.
- Waldorf, L. (2007). Benefits and pitfalls of quantitative assessment in arts education. American Educational Research Association. Chicago, Illinois.
- Colorado Creative Industries (2012). Success Through Art (StART) schools: 13 case studies of model arts programs. L. Waldorf.
- Colorado Department of Education. (2011). Arts Education in Colorado: Guidebook and Resources. Waldorf, L. and McGreevy-Nichols, S., with Yu, S.
- Los Angeles County Arts Commission (2011). Measuring quality, equity and access in art education: Los Angeles County School Arts Survey. Waldorf, L. and Atwill, K.; ed. Klatzker, S.
- Los Angeles County Arts Commission (2009). Arts for All: The Vanguard
- Districts. Waldorf, L.
- University of Northern Colorado (2009). Arts education leadership initiative in Colorado schools. Waldorf, L.
- Chicago Arts Partnerships in Education. (2001). The professional artist as public school educator. Waldorf, L.
- Los Angeles County Arts Commission (2009). The Arts for All Teaching Artist Training Program: Longitudinal outcomes. Waldorf, L.
- Performing Tree (2002). Innovations in arts education instruction: Professional development through artist residencies. Waldorf, L.
- Performing Tree (2000). Professional development for teachers and artists: A Local Arts Education Partnership evaluation report. Waldorf, L.
- Waldorf, L. (2010). Dynamics of a Teaching Artist Residency: Mentorship, Collaboration and Assessment. Saarbrücken, Germany: VDM.
- Waldorf, L. (2008). Designing an in-school teaching artist training program. In Evaluating the Impact of Arts and Cultural Education. Paris, France: Centre Pompidou.
- Waldorf, L. (2007). Principal dynamics of a teaching artist training program: mentoring, collaboration and assessment. Arts & Learning Research Journal,23(1), 107-134.
- Waldorf, L. (2005). Assessment training for teaching artists. Arts & Learning Research Journal, 21(1), 63-89.
- Waldorf, L. (2003). The makings of a teaching artist, Teaching Artist Journal, 1(1), 13-18.
Children with Special Needs
- Murawski, W., Boyer, L., & Atwill, K. (2009, April). What is really happening in “co-taught” classes? One state knows! American Educational Research Association. San Diego, California.
- Murawski, W., Boyer, L., Melchiorre, B., & Atwill, K. (under review). Is theory matching practice? A state-level analysis of co-teaching. Exceptional Children.
- Atwill, K. & Blanchard, J. (2006, April). The Benefits of Explicit Instruction in Visual Processing, Attention and Memory: Will Learning-disabled Deaf Students’ Reading Comprehension Skills Improve? American Educational Research Association. San Francisco, California.
- Atwill, K., Briggs, S. & Gallucci, M. (2003) Bridges in Arizona: Readying minds for reading. Odyssey, 5(1), 67-71.
- Ray, L. & Atwill, K. (2005) The Web and special education. In J. Blanchard & J. Marshall (Eds.). Web-based Learning in the K-12 Classroom: Opportunities and Challenges. New York: Haworth Press.
Early Childhood Education
American Indian Education
- Besken-Ergisi, M., You, B.K., Atwill, K., Blanchard, J., Christie, J., & Enz, B. (2007). Navajo Nation Head Start teachers’ perspectives on play, literacy, and development. E-Journal of Teaching and Learning in Diverse Settings, 4(1).
- Atwill, K. (July, 2010). It's not only in the genes: Self-regulation, not IQ, predicts academic success. 13th Annual Kindergarten Conference: Planting Seeds for Success. Kearney, Nebraska.
- Bodrova, E., Leong, D., Atwill, K., Ko, L., & Saifer, S. (2009, April). Scaffolding intentional make-believe play and the development of self-regulation: Results from the Tools of the Mind program. Society for the Research of Child Development. Denver, Colorado.
- Leong, D., Bodrova E., Atwill, K., Saifer, S., & Ko, L. (2010). Promoting Play and Self-Regulation Through the Tools of the Mind Play Intervention. Head Start National Research Conference. Washington, DC.
- Atwill, K. (July, 2010). Strategies to promote purposeful play in the kindergarten classroom. 13th Annual Kindergarten Conference: Planting Seeds for Success. Kearney, Nebraska.
- Atwill, K., & Blanchard, B. (2013). The many possible roles for technology in the reading–writing connection. In B. Miller, P. McCardle, & R. Long (Eds.), Integrating Reading and Writing Instruction in the Classroom. MD: Brookes Publishing Co.
- Atwill, K., Bodrova, E., Apthorp, H, & Douglas, B. (2008, March). Research-based Features of Shared Reading Practices in Preschool: Impacts on Pre-literacy Achievement. American Educational Research Association. New York, New York.
- Mid Continent Research in Education and Learning (2008). Let me play Head Start: Final report for program evaluation. Bodrova, E., Arens, S., Atwill, K., & Harris, C.
English Language Learners
- Atwill, K., Blanchard. J., Christie, J, & Burstein, K. (2005. April). Young Children's Performance on Assessments of Phonological Awareness with and without Visual Cues. American Educational Research Association. Montreal, Canada.
- Blanchard, J., Albers, C., DiCerbo, K., & Atwill, K. (2003, July). The Effect of Reducing Attention Demands on Standardized Reading Test Performance. Institute of Education Learning Conference. London, England.
- Blanchard, J., Atwill, K., Christie, J., Burstein, K., Gorin, J., & Moore, T. (2004, June). The Effect of Illustrations on Assessment of Phonemic Awareness in Young Children: A Preliminary Study. Society for the Scientific Study of Reading. Vrije Universiteit: Amsterdam.
- Millet, J., Atwill, K., Gorin, J., & Blanchard, J. (2008). The validity of receptive and expressive vocabulary measures with Spanish-speaking kindergarteners learning English. Reading Psychology, 29(6), 534-551.
- Atwill, K., Blanchard, J., & Christie, J. (2009, April). The effect Spanish (L1) proficiency on English (L2) development in immersion classrooms: A longitudinal multiple cohort study. Society for the Research of Child Development. Denver, Colorado.
- Atwill, K., Blanchard, J., Christie, J., & Garcia, H. (2010). English-language Learners: Implications of limited vocabulary for cross-language transfer of phonemic awareness with kindergartners. Journal of Hispanic Higher Education, 9(2), 104-129.
- Atwill, K., Blanchard, J, Gorin, J., & Burstein, K. (2007). L1 receptive vocabulary influences cross-language transfer of phonemic awareness skills in kindergarteners. Journal of Educational Research, 100(6), 336-345.
- Atwill, K., Blanchard, J, Kelley, M., & Roe, M. (in press). The influence of Spanish vocabulary and phonemic awareness on beginning English reading development: A three-year (K-2nd) longitudinal study. Journal of Research in Childhood Education.
- Atwill, K., Garcia, H., Blanchard, J., Gorin, J., Millett, J., de la Fuente, M. et al. (2007, April). Cross-language Transfer of Pre-literacy Skills: Regression Analysis with Spanish-speaking Children in English-only Classrooms. American Educational Research Association. Chicago, Illinois.
- Blanchard, J., Atwill, K., Cabrerra, J., & Powell, G. (2011, July). What are the requisite levels of Spanish needed to support transfer to English? A
longitudinal, successive-year, two-cohort study (K-3rd). Society for the Scientific Study of Reading. Florida.
- Blanchard, J., Atwill, K., Christie, (2010, June). Using first language skills to learn second language skills: A four-year, kindergarten to 3rd grade multiple cohort study. International Reading Association 23rd Annual World Congress on Reading. Auckland, New Zealand.
- Blanchard, J., Atwill, K., Christie, J., Gorin, J., Millett, J., de la Fuente, M. et al. (2006, November). It works! Growing Literacy Skills in ELL Preschoolers. Paper presented at the 18th West IRA Regional Conference, “Reading the Write Way.” Kamuela, Hawaii.
- Blanchard, J., Atwill, K., Jimenez-Silva, M., & Jimenez-Castellanos, O. (in press). Beginning English literacy development among Spanish-speaking children in Arizona’s English-only classrooms: A four-year successive cohort longitudinal study. International Multilingual Research Journal.
- Blanchard, J., Atwill, K., Jimenez-Silva, M., & Jimenez-Castellanos, O. (2013). The effects of Arizona's English-only Law on learning to read: A longitudinal study of Spanish-speaking children. American Educational Research Association Conference. San Francisco, CA.
- Blanchard, J., Atwill, K., Roe, M., & García, H. (under revision). The influence of Spanish proficiency on patterns of English reading skills development: A five-year (K-4th) longitudinal study with successive cohorts. Reading Research Quarterly.
- Garcia, H., Atwill, K., Blanchard, J., & Christie, J. (May 2010). The Influence of Varying Degrees of Emergent Spanish Literacy on Emergent English Literacy and Achievement. American Educational Research Association Conference. Denver, Colorado.
- García, H., Atwill, K., Blanchard, J., & Christie, J. (2011, April). Spanish skills predict literacy achievement: A five-year multi-cohort study (K-4th). American Educational Research Association. New Orleans, Louisiana.
Teacher Recruitment & Retention
- Beasley, A., Atwill, K., Blair, P., & Barley, Z. (2010). Strategies for recruitment and retention of secondary teachers in central U.S. rural schools. Rural Educator, 31(2), 1-9.
- Beasley, A., Atwill, K., Blair, P., & Barley, Z. (2008). Strategies for Recruitment and Retention of Secondary Teachers in Central Region Rural Schools (Issues & Answers Report). Washington, DC: U.S. Department of Education, Institute for Educational Sciences, National Center for Educational Evaluation and Regional Assistance, Regional Educational Lab Central.
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