Leslie Gates’ Dissertation Concept Map as of January 2009 Researcher Questions
t
How does collaborative inquiry provide opportunities for art educators’ professional learning?
am
H
Continuing Ed Credits
9
g
In a one-pager
that describes
2
h N H
potential benefits
my accessibility
method
P
nti ty Ide Participant
Selection
Z
PhD student Researcher
Z
Art Teacher
b Elementary Level
K
Expressed Interest in Visual Culture & Postmodern Curriculum
c
a S
Geographically Practical
District Permission
Time to Participate
8
Art teachers have the ability to conduct research
Visual imagery is a legitimate means to communicate knowledge
V i Teachers can represent their own learning
Researchers are students of the situation
F
Researchers who “intervene” need to respond with sensitivity
Role Implications
Explicit discussion of researcher’s identity, role, and presence in the study
Beliefs
Criteria
s
Presenting my ideas
u
n
Rejecting the Action research expectation dissertations important to that I am an the creation of knowledge expert base: very few practitioners have time to write up research reports.
Z
t
High Quality PD
Culture
M
Participatory Elements/ Collaborative Inquiry Limitations
9
Characteristics applied to this study
Y
a
I play a role in meaningAttentive to making differences and cultural and historic specificity
Driving Force
Goal of the research
Additional roles played by researcher
Rationale
a
j
Terminology / Labels
Research Method
litie
Method
Participants
Researcher
Result
2
na
Means of Connecting & Recruiting
Local District Contacts
u
h
White female
Theory & Practice Divide
Literature
Ownership
Tensions
Contributes to field
itio
.com.
Prof. Networks
my identity
f
Field
F
Knowledge production
Pos
ArtEd20.
In person
Dissertation Ideas
Publishing possibilities
Collaborative Inquiry
Demonstration of Candidate’s Knowledge
Proposed Benefits of Participating
N
q
Requirements
Increased student engagement
Using Postmodern technology to and VCAE sustain Art Ed collaborative PD
Documented realities of art teachers’ PD
Personal experience
Time to visit other classrooms Non-evaluative and talk to other feedback art teachers
Buy-out from other PD
U
PhD Univ. of MD
O
How do I promote transformative professional development for art teachers?
Timeline
Time required by participants
Direct link between research and action
Researcher usually choses topic
j
y
Design choices towards I am attempting to interrupt the status quo regarding sustainability how art is taught to American students in the 21st century.
I would like the knowledge about teaching visual culture and a postmodern curriculum to come from the teachers and not just the literature
Stimulating interaction
Shared knowledge creation
X
Working “with” rather than “for” participants
D
Recognition of multiple forms of knowledge
Testing systematic knowledge with direct experience.