"Teachers-as-Researchers" or Action Research: What Is It, and What Good Is It for Art Education?

May, Wanda T.

doi:10.2307/1320448

Cited by 28 publications

(15 citation statements)

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“…Zanin-Yost and Tapley's (2008) work paired the Standards with a research methodology that privileged social justice conversations in the classroom. The authors situated their study within action research and adopted principles developed by May (1993) in their methodology, including the idea that "changes toward social equity are possible and desirable" (p. 119). In this study, students' reliance on older research sources perpetuated racist viewpoints about aboriginal art.…”

Section: Foreshadowing the Frameworkmentioning

confidence: 99%

Crossing the Studio Art Threshold: Information Literacy and Creative Populations

2018

Comminfolit

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Artists often require visual and inspirational information sources that range outside of library walls and websites, and develop their work within the complex social environment of the studio. Librarians historically engage with studio art and design students using multiple standards documents. This article offers an analytical literature review of the pedagogical approaches librarians have taken toward their work in the art and design studios, specifically identifying library practitioners who have adapted or critiqued standards documents in order to address the unique needs of creative populations. The Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education provides librarians an opportunity to further engage with studio art students in critical information literacy practices. Future pedagogical practices and assessment techniques are considered, and new approaches to studio art and design instruction are discussed.

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Section: Foreshadowing the Frameworkmentioning

confidence: 99%

Crossing the Studio Art Threshold: Information Literacy and Creative Populations

2018

Comminfolit

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“…A key part of critical research is reflective inquiry, where participants must first research themselves, question what shapes their thinking, and then be open to the same with others (May, 1993). The success of developing a framework that encouraged growth and change through a critique of the status quo depended on what investments participants and myself were willing to make in terms of emotions and affective states (Kemmis, 2007).…”

Section: Action Researchmentioning

confidence: 99%

Using Action Research Methodologies In Building a Frame for Practicing Research

Langdon

2016

Marilyn Zurmuehlen Working Papers in Art Education

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“…While these teachers provide examples of efforts to include students as research partners, some authors (Flinders, 1992;May, 1993;Davis et al, 2000) also suggest an ethical obligation, hope for improved research methods and anticipation of significantly enhanced opportunities for learning by all involved in the research.…”

Section: Summary Of the Research Modelmentioning

confidence: 99%

Ecology and ethics in participatory collaborative action research: an argument for the authentic participation of students in eduational research

Collins

2004

Educational Action Research

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A conception of action research is offered that is collaborative, participatory, targets ethical issues and includes students. Collaboration is 'organic' in that all members share the goal of the research and are interdependent in pursuing that goal. Participation is authentic, requiring a continuing negotiation of planning, roles, power differences and language. An ecological approach to ethics is examined in which the research community is regarded as an interconnected, interdependent, holistic system of language, relationships and ideas. A rationale for the authentic participation of students in research is offered based on ethical requirements, improved research benefits and professional enhancement. EcologyRelationships and interconnections describe the ecology of the classroom community. What affects a single member affects the entire class. There is also a symbiotic exchange between the classroom and its environment. That environment includes the physical structure of the school, the administration, the atmosphere of the school community, parental involvement and the influence of the community at large. Individual students are interdependent with their classmates, while all are interdependent with their environment. There are levels of interdependent communities. These can be listed from the microscopic to the global: from the individual as a coherent organisation of body parts and cells, to the family at home, to the classroom at school, to the school as a coherent organisation of classrooms, to the community around the school, to the city community and its politics, to provincial, national and global communities.

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"Teachers-as-Researchers" or Action Research: What Is It, and What Good Is It for Art Education?

Cited by 28 publications

References 0 publications

Crossing the Studio Art Threshold: Information Literacy and Creative Populations

Crossing the Studio Art Threshold: Information Literacy and Creative Populations

Using Action Research Methodologies In Building a Frame for Practicing Research

Ecology and ethics in participatory collaborative action research: an argument for the authentic participation of students in eduational research

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