- Who We Are
- Topics
- By Subject Area
- dummy
- By Level
- Projects
- Projects Column 1
- 21st Century Excellence
- Aligned Programs for the 21st Century
- Artful Thinking
- Arts as Civic Commons
- Causal Learning Projects
- Children Are Citizens
- Creando Comunidades de Indagación (Creating Communities of Inquiry)
- Creating Communities of Innovation
- Cultivating Creative & Civic Capacities
- Cultures of Thinking
- EcoLEARN Projects
- Educating with Digital Dilemmas
- Global Children
- Higher Education in the 21st Century
- Projects Column 2
- Humanities and the Liberal Arts Assessment (HULA)
- Idea Into Action
- Inspiring Agents of Change
- Interdisciplinary & Global Studies
- Investigating Impacts of Educational Experiences
- Leading Learning that Matters
- Learning Innovations Laboratory
- Learning to Think, Thinking to Learn
- Making Across the Curriculum, an initiative of Agency by Design
- Making Learning and Thinking Visible in Italian Secondary Schools
- Making Learning Visible
- Multiple Intelligences
- Projects Column 3
- Projects Column 1
- Resources
- Professional Development


Reviewing Education and the Arts Project
REAP offers research for how arts education transfers to other domains
REAP has published a series of meta-analytic articles reviewing the state of the evidence for transfer of arts learning to non-arts cognitive achievement. The Executive Summary reviews the major findings from REAP. In addition, REAP’s work has been widely discussed in Beyond the Soundbite: Arts Education and Academic Outcomes (Winner & Hetland, 2001a), in a dedicated issue of the Arts Education Policy Review, in commentary on National Public Radio, and in articles and letters in The New York Times, Education Week, and numerous other newspapers and magazines. Hetland and Winner also contributed summaries of research on arts transfer to a volume published by the Arts Education Partnership entitled Critical Links: Learning in the Arts and Student Academic and Social Development. Ellen Winner and Lois Hetland have published a critique of this volume in the Arts Education Policy Review, entitled Beyond the Evidence Given.