Reading Guide

Hi, I am Dr. Larry (AKA Lawrence Scripp), and I would like to suggest a few things that may help you learn about findings that researchers are reporting about the CAPE PAIR (Partnership in Arts Integration Research) school project. The PAIR Comprehensive report is long and contains technical language because aimed at giving complete information about the research design, documentation &assessment methods, and a thorough analysis of various types of data.

This depth of information is most appreciated by researchers, administrators, and policy makers who must know the details of the study and analysis before acting on the results.

Unfortunately, thick description, dense language, and complex data displays can be intimidating for the more casual readers, such as teachers, parents and artists education providers. So I have some advice for the interested reader who is not used to this level of technical reporting:
  1. Don’t read everything at once. That is, look over the table of contents or scan through a section of the report and find something of interest before attempting to read the whole thing.
  2. Once you do decide what section of the report most interests you, read the summaries first. Once you understand what the authors are concluding than you will able to read the report for understanding what the rationale and analytic methods are that make these conclusions justifiable.
  3. Pay attention to the italicized segments in the reports. These are pullout quotes that may help you focus on the main findings of the report.
It is also important to know that this website allows you to proceed from shorter to longer presentations of the study. Thus you could begin first with summary PAIR Report PowerPoint that was used to discuss the results of this program with arts educators. If you click on the audio clips that are designed to accompany of the PowerPoint on this website, you can hear Dr. Scripp explaining and elaborating on the slides and the final summaries as part of a casual discussion format. You can even email Dr. Scripp to give you specific responses to your questions with regard to any part of the report.

Next, try reading to the brief report by Scripp and Paradis that is based on these same slides with some added detail before attempting the long chapters in the comprehensive report. You already know what the conclusions are but the short narrative version may what you need to know in order to understand the study better.

If and when you are ready to read the comprehensive report, I still recommend that you read the summary sections of the each chapter first. For example, Dr. Burnaford has an extensive written summary at the end of Part 1 of the report, which describes the teacher profession development outcomes. Dr. Scripp, who described the analysis for Part 2A-­‐G (Student Academic Performance Impact) and the Part 3 (Relationship among various factors of Teacher and Student learning variables) chapters, has written the final chapter that summarizes the all three parts of the study.

One more thing. When you scan through the detailed chapters of Part 2 and 3 of the report please notice that every chapter (following the introduction) is structured the same way. Each chapter (a) begins with a list of “inquiry questions” to guide the reader as to the theme or focus of the chapter, (b) features a paragraph titled with phrase “data display indications” that explains what to look for in every data display presented in the paper, and (c) ends with a final paragraph of two titled “summary, emerging themes”.

Hopefully these suggestions and structural features of the report will allow every reader to find a comfortable and productive into discovering the significance of this study on the impact of collaborating teaching artists on teacher professional development and student learning in Chicago Public Upper Elementary grade students. And don’t forget to contact me with any questions by email! Sincerely yours,



Dr. Larry Scripp