Creative Learning Initiative: Implementation Executive Summary, 2018-2019. Publication 18.39

Autor/inn/en	Andrews, Melissa; Jensen, Mishan; Christian, Cinda
Institution	Austin Independent School District (AISD)
Titel	Creative Learning Initiative: Implementation Executive Summary, 2018-2019. Publication 18.39
Quelle	(2019), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Creative Teaching; Creativity; Access to Education; Fine Arts; Art Education; Professional Development; Coaching (Performance); Program Implementation; School Community Programs; Economically Disadvantaged; At Risk Students; Low Income Students; Educational Legislation; Elementary Secondary Education; Federal Legislation; Partnerships in Education; Teacher Attitudes; Program Effectiveness; Dance Education; Theater Arts; Workshops; Leadership Responsibility; Texas (Austin) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kreativität; Education; Access; Bildung; Zugang; Bildungszugang; Bildende Kunst; Arts; Art in Education; Kunst; Erziehung; Bildungsrecht; Schulgesetz; Bundesrecht; Hochschulpartnerschaft; Lehrerverhalten; Dance; Tanzerziehung; Theaterwissenschaft; Lernwerkstatt; Schulung
Abstract	The Creative Learning Initiative (CLI) is a community-wide effort to bring creative learning and the arts to each and every student in Austin. Lead by MINDPOP, the City of Austin, and Austin Independent School District (AISD), CLI designs systematic and sustainable programs that integrate creativity, creative teaching strategies, and the arts with classroom teaching, campus programming, and campus improvement. Overall, CLI implementation in 2018-2019 was comparable to prior years and continues to have a positive impact on students. This executive summary report summarizes the CLI implementation activities. A separate full report also was published. [For the full report, see ED629686.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01