Dissertation Ideas PhD Univ. of MD Research Method Researcher Participants Researcher Questions U t 2 u Selection Method Criteria c S b Z Art Teacher Elementary Level Expressed Interest in Visual Culture & Postmodern Curriculum District Permission Geographically Practical a Time to Participate Means of Connecting & Recruiting Prof. Networks ArtEd20. .com. Local District Contacts Presenting my ideas q H N g In a one-pager In person that describes 2 method potential benefits my accessibility my identity Proposed Benefits of Participating N m 9 a Collaborative Inquiry Non-evaluative feedback Time to visit other classrooms and talk to other art teachers Continuing Ed Credits f Publishing possibilities Increased student engagement Beliefs Role Implications Demonstration of Candidate’s Knowledge Knowledge production P h White female PhD student u Researcher Requirements K Participant Limitations h Tensions O Result Ownership Driving Force Terminology / Labels Culture Goal of the research F j t M H Buy-out from other PD Using technology to sustain collaborative PD Literature Field Postmodern and VCAE Art Ed High Quality PD Theory & Practice Divide Personal experience Documented realities of art teachers’ PD Contributes to field How do I promote transformative professional development for art teachers? How does collaborative inquiry provide opportunities for art educators’ professional learning? Timeline Participatory Elements/ Collaborative Inquiry Leslie Gates’ Dissertation Concept Map as of January 2009 Additional roles played by researcher Researcher usually choses topic Time required by participants a 9 Characteristics applied to this study Recognition of multiple forms of knowledge Working “with” rather than “for” participants Direct link between research and action Y D Explicit discussion of researcher’s identity, role, and presence in the study Attentive to differences and cultural and historic specificity Testing systematic knowledge with direct experience. X Z Art teachers have the ability to conduct research Teachers can represent their own learning Researchers who “intervene” need to respond with sensitivity F V Identity Researchers are students of the situation i Visual imagery is a legitimate means to communicate knowledge 8 I play a role in meaning- making Shared knowledge creation Stimulating interaction Design choices towards sustainability y Positionalities Rationale Action research dissertations important to the creation of knowledge base: very few practitioners have time to write up research reports. Rejecting the expectation that I am an expert n I would like the knowledge about teaching visual culture and a postmodern curriculum to come from the teachers and not just the literature j a Z I am attempting to interrupt the status quo regarding how art is taught to American students in the 21st century.
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DissertationIdeas
PhDUniv.ofMD
ResearchMethodResearcher
Participants
ResearcherQuestions U
t
2u
SelectionMethod
Criteria
cS
b
ZArtTeacher
ElementaryLevel
ExpressedInterestinVisualCulture&PostmodernCurriculum
DistrictPermission
GeographicallyPractical
a TimetoParticipate
MeansofConnecting&Recruiting
Prof.Networks
ArtEd20.
.com.
LocalDistrictContacts
Presentingmyideas
q
HN
g Inaone-pager
Inperson
thatdescribes
2method
potentialbenefits
myaccessibility
myidentity
ProposedBenefitsofParticipating
N
m
9
aCollaborativeInquiry
Non-evaluativefeedback
Timetovisitotherclassroomsandtalktootherartteachers
ContinuingEdCredits
f
Publishingpossibilities
Increasedstudentengagement
Beliefs
RoleImplications
DemonstrationofCandidate’sKnowledge Knowledge
production
P
hWhitefemale
PhDstudentu
Researcher
Requirements
K
Participant
Limitations
h
Tensions
O
ResultOwnership
DrivingForce
Terminology/Labels
Culture
Goaloftheresearch
Fj
t
MH
Buy-outfromotherPD
Usingtechnologytosustain
collaborativePD
LiteratureField
PostmodernandVCAEArtEd
HighQualityPD
Theory&PracticeDivide
Personalexperience
Documentedrealitiesofartteachers’PD
Contributestofield
HowdoIpromotetransformativeprofessionaldevelopmentforartteachers?
Howdoescollaborativeinquiryprovideopportunitiesforarteducators’professionallearning?
Timeline
ParticipatoryElements/CollaborativeInquiry
Leslie Gates’ Dissertation Concept Map as of January 2009
Additionalrolesplayedbyresearcher
Researcherusuallychosestopic
Timerequiredbyparticipants
a
9
Characteristicsappliedtothisstudy
Recognitionofmultipleformsofknowledge
Working“with”ratherthan“for”participants
Directlinkbetweenresearchandaction
Y
D
Explicitdiscussionofresearcher’sidentity,role,andpresenceinthe
studyAttentivetodifferencesandculturalandhistoricspecificity
Testingsystematic
knowledgewithdirectexperience.
X
Z
Artteachershavetheabilitytoconductresearch
Teacherscanrepresenttheirownlearning
Researcherswho“intervene”needtorespondwithsensitivity
F
V
Identity
Researchersarestudentsofthesituation
i
Visualimageryisalegitimatemeansto
communicateknowledge
8
Iplayaroleinmeaning-making
Sharedknowledgecreation
Stimulatinginteraction
Designchoicestowardssustainability
y
Positionalities
Rationale
Actionresearchdissertationsimportanttothecreationofknowledge
base:veryfewpractitionershavetimetowriteupresearchreports.
RejectingtheexpectationthatIamanexpert
nIwouldliketheknowledgeaboutteachingvisual
cultureandapostmoderncurriculumtocomefromtheteachersandnotjust
theliterature
j
a ZIamattemptingtointerruptthestatusquoregardinghowartistaughtto
Americanstudentsinthe21stcentury.
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