Existing arts-SEL research lacks the rigor to support strong empirical claims of direct causal contribution¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The literature review found few generalizable or sufficiently rigorous studies, with most work qualitative case studies or poorly controlled correlational self-report surveys, so no reliable line can be drawn between particular art practices and specific social-emotional outcomes. → Camille A. Farrington 2018

Evidence¶

Camille A. Farrington 2018¶

Camille A. Farrington, Joseph Maurer, Meredith R. Aska McBride, Jenny Nagaoka, J. S. Puller, Steve Shewfelt, Elizabeth M. Weiss, and Lindsay Wright. (2018). Arts Education and Social-Emotional Learning Outcomes Among K–12 Students: Developing a Theory of Action. University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/arts-education-and-social-emotional-learning-outcomes

q2 · i? · review · r2

The report's own narrative literature review of arts education and social-emotional learning. It reports that most available studies were qualitative examinations of particular programs or correlational self-report studies that "lacked sufficient controls or failed to address concerns with self-selection."

"Like previous reviews of the literature, however, we found few studies that were generalizable or sufficiently rigorous to make strong empirical claims about a direct contribution of the arts to social-emotional outcomes as a matter of course."

Discussion¶

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