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dissertation concept map - early

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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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I created this concept map to begin to organize my ideas about my dissertation during an independent study course

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Page 1: Dissertation Concept Map - Early

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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