In the regional study, two LTTA schools are being ethnographically documented as sites for collaborations among artists, teachers, students and principals. In another LTTA school, action research methods are employed to not only document the changes in professional development experienced by artists and teachers, but to guide the professional development activity through individual and community-based reflection and action. The regional study is a qualitative study focussing on three of the eight schools participating in the LTTA program in the Vancouver area. The main objective of the national study is to investigate and develop the arts in generalist teachers' classrooms and to determine if and how arts rich learning environments affect children's learning and approaches to learning. Teacher reform over the last decade has emphasized teaching as an intellectual rather than a technical enterprise.
Collaboration is a hallmark of professional development schools.
Although the title of professional development school has not been used in the Vancouver area, the schools electing to be a part of the LTTA program clearly see themselves as sites for professional development in the arts. The findings suggest that both models can yield profound change in teachers, however the most lasting change seems to occur after two years of professional development. This study will not only benefit professional practitioners, but also policy-makers, teacher educators, artists and researchers. This is a unique study where the role of the artist in pedagogical change is documented and analyzed. This study is also unique in that it integrates image-based research with qualitative methodology.