Voices in Reflexive Conversations

Stankiewicz, Mary Ann

doi:10.1080/00393541.2017.1368294

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Cited by 3 publications

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References 12 publications

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“…Consider one more editorial written by a previous senior editor. In her final editorial, my predecessor, Mary Ann Stankiewicz (2017), wrote about how her editorial voice has been informed by her professional identity as a historian of art education as well as her identity as "a White, middle-class, cisgender female art educator on the downhill slope of middle age" (p. 261). Acknowledging her White privilege, Stankiewicz explained, "B.…”

Section: B S T E P H E N C a R P E N T E R I Imentioning

confidence: 99%

How Much Does Art Education Want?

Carpenter¹

2019

Studies in Art Education

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Section: B S T E P H E N C a R P E N T E R I Imentioning

confidence: 99%

How Much Does Art Education Want?

Carpenter¹

2019

Studies in Art Education

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Timeless or timely? Contemporary snapshots of art education

Stankiewicz

2021

visual inquiry

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Understanding the Relationship Between Research and Practice: A National Survey of Visual Art Educators

Pfeiler-Wunder

Sutters

Buffington

et al. 2020

Visual Arts Research

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What influences K–12 educators to change practice? How does research inform these changes? What can the field of visual art education glean about research from a K–12 perspective? This paper describes the findings of the survey completed by members of the National Art Education Association (NAEA) conducted in 2015. Following the survey, we focused on how the 440 K–12 visual art educators in the study understand, use, and conduct research. Using a grounded theory approach, we interpreted the responses to the question: “What changes have you made to your professional practice on the basis of your research or the results of others?” Change is defined by how educators enrich and expand their practice using research. For this study, we defined research broadly, from reading scholarly literature in the field, conducting research studies in their educational settings, or how professional learning experiences/degrees enrich or strengthen their practice. Findings from this survey suggest that K–12 visual art teachers use research to change their professional practice in the areas of curriculum, pedagogy, student-centered approaches, and assessment. As authors, we suggest providing professional learning around research in the field of art education and the value of collaboration between K–12 educators and those working in pre-service/graduate art education programs.

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Voices in Reflexive Conversations

Abstract: View related articles View Crossmark data Citing articles: 1 View citing articles "A writer's voice is informed by understanding ongoing scholarly conversations and by the literature a writer reads."

Cited by 3 publications

References 12 publications

How Much Does Art Education Want?

How Much Does Art Education Want?

Timeless or timely? Contemporary snapshots of art education

Understanding the Relationship Between Research and Practice: A National Survey of Visual Art Educators

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