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Alida Anderson

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Alida Anderson
NationalityAmerican
EducationPhD
Alma materUniversity of Maryland, Northwestern University, Colgate University
OccupationUniversity Professor
EmployerAmerican University
Known forEducational Research

Alida Anderson is a professor at the School of Education at American University in Washington, DC.[1][2]

Education

Anderson attended Sidwell Friends School in Washington, DC (1987),[3] and holds a BA, Art/Art History and Asian Studies, Colgate University, Hamilton, NY, an MA, Learning Disabilities, Northwestern University, Evanston, IL, and a PhD, Special Education, from the University of Maryland, College Park, MD.[1][4]

Research

Anderson is a widely published academic researcher,[5] whose work focuses on multiple areas of research in special education and the arts,[5][6][7] as well as "cross-linguistic correlation of dyslexia."[8]

She is the co-editor of The Journal of the Arts and Special Education,[9] a publication of the Division of the Visual and Performing Arts of the Council for Exceptional Children.[9]

One of her 2019 co-authored publications, "International Report: Neuromyths and Evidence-Based Practices in Higher Education"[10][11][12][13] (has been characterized as "this study includes not only answers to important research questions, but practice-oriented information that is useful for pedagogy, course design, and leadership, as well as for further research on this topic",[10] and the earlier (2017) publication on the same general subject, "Dispelling the Myth: Training in Education or Neuroscience",[14][15][16][17][18] was described as "the implications of these new findings are very relevant to the way we teach in the classroom",[19] and also noted that this research affirmed "that neuromyth beliefs are remarkably prevalent, but that training in education and neuroscience helped to reduce these false beliefs."[15]

Her earlier research study, "Dance/Movement Therapy’s Influence on Adolescents Mathematics, Social-Emotional and Dance Skills",[20] has been described as "integrating dance and movement therapy into math lessons for students with learning disabilities, emotional/behavioral disabilities and/or attention deficit hyperactivity disorder (ADHD), [which] led to improvements in math as well as SEL [Social-Emotional Learning] skills, such as motivation, engagement, attention and self-regulation",[21] and concluded that "the findings were significant because students with those special needs often show anxiety toward learning math."[21]

Anderson was also the lead author in a 2020 seminal article titled "A Review of Online Dyslexia Learning Modules", which focused on discrediting the "Dyslexia Myth" of "Backwards Reading."[22]

She is the editor of the book "Arts Integration and Special Education: An Inclusive Theory of Action for Student Engagement."[23][24] The book has been described as "the first book to posit explanations for how and why arts integration facilitates learning in students with language and sensory processing disorders and those at risk for failure due to low socioeconomic conditions."[25]

Anderson defines her interpretation of "arts integration" as “the use of an art form (drama, dance, visual arts, etc.) in combination with teaching of a content area (math, science, social studies, language arts, etc.), in which there are content learning objectives in the art form as well as in the content area.”[26]

In 2020 Anderson was credited as being one of the "thinkers" who, together with the Arts Education Partnership in Denver, Colorado, "began exploring intersections of arts education and literacies" that led to the eventual creation of an online resource[27] that "incorporates art and text to support different experiences and interactions as you explore the relationships between art, arts education and literacies."[27]

References

  1. ^ a b "Faculty Profile: Alida Anderson". American University. Retrieved 2019-10-02.
  2. ^ Strauss, Valerie (2013-12-13). "Guns, schools and the most important unplanned lesson for teachers". Washington Post. Retrieved 2019-12-26.
  3. ^ "Sidwell Friends Fall 2018 Magazine". Issuu. Retrieved 2019-11-07.
  4. ^ "Class Notes". University of Maryland - TERP. Retrieved 2019-10-10.
  5. ^ a b "Alida Anderson | PhD | American University Washington D.C., DC | AU | Department of Education, Teaching, and Health". ResearchGate. Retrieved 2019-10-02.
  6. ^ "Education Research, Teacher Resources, and Professional Development Guidance". Informed Instructors. 2018-03-20. Retrieved 2019-10-03.
  7. ^ "New Paper Published by Liora Valero and Alida Anderson, PhD". www.labschool.org. Retrieved 2021-07-07.
  8. ^ "A 40-YEAR PARTNERSHIP for EXPERIENTIAL LEARNING". The Lab School of Washington. Retrieved 2019-10-03.
  9. ^ a b "JASE Journal - CEC Division of Visual and Performing Arts Education". community.cec.sped.org. Retrieved 2019-11-06.
  10. ^ a b "International Report: Neuromyths and Evidence-Based Practices in Higher Education". Online Learning Consortium. Retrieved 2019-10-10.
  11. ^ Howard Jones, Paul (2019-10-01). "Debunking Neuromyths: Eight Common Brain Myths Put Straight - What It Means to Do - 2019". British Neuroscience Association. Retrieved 2019-10-16.
  12. ^ Taylor, Timothy (2019-02-10). "Neuromyths about the Brain and Learning". BBN Times.
  13. ^ Teschler, Lee (2019-11-06). "Learning about learning: Just about everything you thought you knew about education is wrong". Design World. Retrieved 2019-11-06.
  14. ^ MacDonald, Kelly; Germine, Laura; Anderson, Alida; Christodoulou, Joanna; McGrath, Lauren M. (2017). "Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths". Frontiers in Psychology. 8: 1314. doi:10.3389/fpsyg.2017.01314. PMC 5554523. PMID 28848461 – via Harvard Library Digital Access.
  15. ^ a b "Belief in neuromyths is extremely common: A survey has shown that many educators, and even those with neuroscience training, believe in neuromyths -- common misconceptions about the brain and learning". ScienceDaily. Retrieved 2019-10-03.
  16. ^ Cochrane, Melissa (2017-08-10). "Belief in Neuromyths is Extremely Common". Neuroscience News. Retrieved 2019-10-03.
  17. ^ "Texas Center for Learning Disabilities: September 2017". Texas Center for Learning Disabilities. Retrieved 2019-10-09.
  18. ^ Scalise, Kathleen (2018-02-08). "Believe one neuromyth, believe them all | Brain CORE Blog". University of Oregon Brain Core Blog. Retrieved 2019-10-16.
  19. ^ "Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths". University of Michigan. Retrieved 2019-10-02.
  20. ^ "Dance/Movement Therapy's Influence on Adolescents Mathematics, Social-Emotional and Dance Skills | ArtsEdSearch". Arts Ed Search. Retrieved 2019-10-03.
  21. ^ a b "Report: Arts a vehicle for teaching SEL skills". Education Dive. Retrieved 2019-10-03.
  22. ^ Anderson, Alida; Sarlo, Gabrielle L.; Pearlstein, Hannah; McGrath, Lauren M. (2020). "A Review of Online Dyslexia Learning Modules". Frontiers in Education. 5. doi:10.3389/feduc.2020.00118. ISSN 2504-284X.
  23. ^ Anderson, Alida (2014). Arts Integration and Special Education. Routledge. ISBN 978-0415744188.
  24. ^ "Class Notes". TERP - University of Maryland. 2015-02-10. Retrieved 2019-10-03.
  25. ^ "Books, Music, and Film - Spring 2015". Colgate Scene - Colgate University. 2015-04-27. Retrieved 2019-10-03.
  26. ^ Griffith, Mercy. "An Interview with Dr. Alida Anderson: How the Arts Empower Those with Disabilities". AMLIT. Retrieved 2019-10-09.
  27. ^ a b "The Arts and Literacies". Arts Education Partnership. Retrieved 2022-03-15.

Alida Anderson publications indexed by Google Scholar

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