Adult & Lifelong Learning

ARTS SURVIVE: A Study of Sustainability in Arts Education Partnerships

This report shares findings and provides perspectives for partnerships to consider as they seek to build their capacity to survive and to thrive over time. It contains questions for partnerships to consider in building these capacities. Including sketches of the twenty-one arts education partnerships selected for this study, bibliographic resources, a research context for the study, and reflections from many Arts Survive! Advisory Group Members and Senior Consultants, the report provides tools for promoting the long-term sustainability of arts education partnerships between schools and arts organizations, artists, and/or cultural institutions. Whether you are an artist working in the schools, a teacher, an arts administrator, a parent, a school administrator, a school board member, or a funder, we hope these tools will be useful as you consider how best to sustain the life of your arts education partnership. 

Why Teach Habits of Mind

Why teach habits of mind?

Intelligence Reframed: Multiple Intelligences for the 21st Century

In this book, Howard Gardner describes how the theory of multiple intelligences has evolved and been revised since its introduction in 1983. He introduces here the possibility of three new intelligences and argues that the concept of intelligence should be broadened, but not so much that it includes every human faculty or encompasses specific value systems. As well as responding to some of the critiques of the theory, he offers practical guidance on its educational uses in schools and museums and speculates about the relationship between multiple intelligences and the future world of work. ISBN-13: 978-0465026111

Challenging Educational Assumptions: lessons from an Italian-American collaboration

Abstract: In this paper, the authors argue that in order to create a curriculum of the future, we need to re-evaluate at least four key assumptions about teaching and learning that have guided educational decisions in the past...

Schools Need to Pay More Attention to "Intelligence in the Wild"

Traditional schools usually emphasize the kind of intelligence students need to solve clearly defined problems. By stressing this kind of "laboratory intelligence," schools typically ask students to engage in focused, systematic tasks that have unambiguous goals and a clear choice of answers: learn this list of words and how to spell them, learn who the presidents were. The tasks may be challenging, but they are challenging in a predictable way. The attention paid to standards and assessments often works to increase the emphasis on this laboratory intelligence.