DATE

Current Graduate Research in Art Education
&
Arts-Based Research: "Adding the Junction of the Adjunct Visual in Cross-disciplinary Research"
(paper in ANGEL @ "Lessons")

Optional readings:

Wilson, B. (2001). Mentors and Models: Doctoral Study in Art Education at Penn State. In J. Hutchens (Ed.), In their own words: The development of doctoral study in art education (pp. 28-43). Reston, VA: National Art Education Association.

Dissertations in art education at Penn State since the 1960s.

Ellen Key Ballock ’s 2007 dissertation. Peruse Chapter 3: Research Design (pp. 48-72).

Introduction to Research
(discuss 9/2 readings)

What is qualitative analysis?
Content analysis, archival research, historiography

Prasad, P. (2005). Qualitative research as craft: Postpositivist traditions and research styles. In P. Prasad, Crafting qualitative research: Working in the postpositivist traditions (pp. 3-11). New York: M. E. Sharpe.[e-reserve]

Prasad, P. (2005). Postmodernism: Playing with images and the "truth". In P. Prasad, Crafting qualitative research: Working in the postpositivist traditions (pp. 219-237). New York: M. E. Sharpe.[e-reserve]

Mitchell, C., & Weber, S. (2005). Just who do we think we are … and how do we know this? Re-visioning pedagogical spaces for studying our teaching selves. In C. Mitchell, S. Weber & K. O’Reilly-Scanlon (Eds.), Just who do we think we are? Methodologies for autobiography and self-study in teaching (pp. 1-10). New York: RoutledgeFalmer. [e-reserve]

Finding a research topic:
Problematizing and Problem Statements, Constructs, & Construct Maps

Developing a research question:

• purpose of research (i.e., why)
• context & background of the problem
• specific contexts (i.e., who, what, when)
• researcher roles (situating locations): Power Relations—agency/subjectivity. What is the relationship between the subject of research and the researcher?

Research mapping assignment introduced (Past examples of Research Maps & Problem Statements). Optional to use FreeMind (free software) to visualize connections.

Lal, Jayati (1999). Situating locations: The politics of self, identity, & other in living and writing the text. In S. Hesse-Biber, C. Gilmartin, & R. Lydenberg, R. (Eds.). Feminist approaches to theory and methodology: An interdisciplinary reader (pp. 100-125 & references 126-137). New York: Oxford University Press. [e-reserve]

Yanay, N., & Berkovitch, N. (2006). Gender imago. In S. N. Hesse-Biber & P. Leavy (Eds.), Emergent methods in social research (pp. 295-312). Thousand Oaks: Sage. [e-reserve]

Hyers, L. L., Swim, J. K., & Mallett, R. K. (2006). The personal is political: Using daily diaries to examine everyday prejudice-related experiences. In S. N. Hesse-Biber & P. Leavy (Eds.), Emergent methods in social research (pp. 313-335). Thousand Oaks: Sage. [e-reserve]

Meet at the Palmer Lipcon Auditorium, Palmer Museum of Art at 2:30 p.m.
Consider the readings as you experience Alison Elizabeth Taylor's presentation. 
Alison Elizabeth Taylor is artist living and working in Brooklyn, NY. Originally from Las Vegas, she uses the Renaissance technique of marquetry to depict contemporary subject matter.

Mapping Research Problem Statements: Discussion to help your peers identify their strengths and bring forth their interests. Group brainstorms together on different approaches to each other's problem statements, and different ways to focus them. Listen to your peers discuss their research ideas, and help them identify:

• role as researcher (i.e., theoretical frame & methods)
• research questions (i.e., theoretical frame & approach)
• specific contexts (i.e., who, what, when)
• underlying assumptions (i.e., constructs & theoretical frame)
• purpose of research (i.e., why)
• context & background of the problem

Post in ANGEL prior to class your first draft of a research problem statement and research concept map.

Pillow, W. (2003). Race-based methodologies: Multicultural methods or epistemological shifts? In G. R. Lopez & L. Parker, L. (Eds.), Interrogating racism in qualitative research methodology (pp. 181-202). New York: Peter Lang. [e-reserve]

Prasad, P. (2005). Postcolonialism: Unpacking and resisting imperialism. In P. Prasad, Crafting qualitative research: Working in the postpositivist traditions (pp. 262-282). New York:M. E. Sharpe.[e-reserve]

After completing the reading go to the Internet and find images of postcolonialism and post one or more in the ANGEL course "lesson" area for discussion in class.

Conducting a Literature Review:
How to Find & Critique Research

Meet at 2:30 p.m. at the Pattee/Paterno Library in room Pattee W315. We will have a 1.5 hour hands-on workshop conducted by Henry Pisciotta, Arts Librarian.

4:15-5:30 p.m.

Discussion of your prior-to-class reading of "Literature Review": What it is, how to present it in a study, and how to conduct one. You will not write a literature review in this course, but will develop an outline based on your problem statement for future reading and writing of a lit review. You will learn strategies to log your search, and ways to organize the many possible studies you find for future reference.

Introduction to "3 Critiques of Research" assignment. Due: Nov. 11.

Go to course online. Click on "Literature Review" and read the 3 sections doing the activities along the way. The lit review assignment is described in-depth in the 3rd section. The lit review assignment is due Dec 2.

Meet 2:30-4 p.m. at 309 Sparks Building for a panel presentation of 5 qualitative researchers responding to the following areas, and including Q & A from the audience:
(1) Panel presenters introduce self and share a qualitative research example
(2) Panel presenters respond to and discuss the following questions:
a. What are your favorite methods for collecting qualitative information (e.g., in-depth interview, observation, journaling) and why?
b. For you, what particular challenges have you been faced with when engaging in qualitative inquiry? How have you addressed those challenges?
(3)Panel presenters provide advice to share with graduate students wishing to pursue an interpretivist line of research.

 

 

 

 

4:15-5:30

Importance of a theoretical interpretive framework for conducting research to guide what data to collect, analyze, and interpret. Student informal presentation on a theory and its application.

 

 

 

 

Re-visit Problem Statements informed by theoretical interpretative frameworks presented and discussed from your investigations: Group brainstorms on different approaches to each other's problem statements, and different ways to focus them, along with suggestions on a "purposeful sample" for interview data.

Introduction to Interview Assignment: Develop a question derived from some aspect of your research map that you would like to explore through interview. Conduct an interview on an issue that relates to your problem statement. Bring a transcription of the interview to class on 10/7. Write an essay, due 10/28, to include self-disclosure, method, theoretical frame, context, analysis and interpretation(s) of the interview data. Length, 1000-2500 words. Use APA style writing guidelines, 2.

On 9/30, provide a brief essay (about 500 words, no more than 1000 words) on a theory as a potential methodological "lens" by responding to the question: "What would this theory (lens) guide you as researcher to attend to in a study" Post in the ANGEL discussion forum on theoretical interpretive frameworks for research focus. If you would prefer to respond instead to: "What does the theoretical frame guide the author of the article to attend to (i.e., pay attention to in data collection, analysis, and interpretation)?" you may focus your short reading response in this way.

To help you respond to this question, select and read 1 or more of the readings listed below and peruse theoretical perspectives from the following: Actor-network theory, feminist theories, critical theories, critical race theories, social action, discourse analysis, phenomenology, or other theories not listed, and peruse the methodologies from the resources gathered for the course

de Mello, D. M. (2007). The language of arts in a narrative inquiry landscape. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 203-223). Thousand Oaks, CA: Sage Publications.[e-reserve]

Buendia. E. (2003). Fashioning research stories: The metaphoric and narrative structure of writing research about race. In G. R. Lopez & L. Parker (Eds.), Interrogating racism in qualitative research methodology (pp. 49-70). New York: Peter Lang. [e-reserve]

Diamond, C. T. P., & van Halen-Faber, C. (2005). Apples of change: Arts-based methodology as a poetic and visual sixth sense. In C. Mitchell, S. Weber & K. O’Reilly-Scanlon (Eds.), Just who do we think we are? Methodologies for autobiography and self-study in teaching (pp. 81-94). New York: RoutledgeFalmer. [e-reserve]

Lather, P. (1991). Research as praxis. In Getting smart: Feminist research and pedagogy within the postmodern (ch. 3, pp. 50-69). Westport, CT: Bergin & Gavey. [e-reserve]

Lather, P. (1991). Feminist perspectives on empowering research methodologies (ch. 4, pp. 70-85). In Getting smart: Feminist research and pedagogy within the postmodern. Westport, CT: Bergin & Gavey. [e-reserve]

Oct. 7

Layered Analysis: coding, sorting, & pattern seeking

What counts as evidence?

Bring a copy of a transcription of your interview. Also, if easily available, bring a set of color markers, gluestick, cards, & scissors.

Video Analysis with StudioCode® A presentation and workshop with Dr. Scott McDonald and Dr. Kim Powell in 121 Chambers.

Discuss software programs for qualitative analysis—pros & cons

QSR NU.DIST & NVivo is a computer assisted qualitative analysis software for non-numerical unstructured data, indexing, sorting & theorizing. Intro to NVivo. QSR product: N6 software.

QDA Miner: mixed-method qualitative analysis

http://www.scolari.com/

Or for only quantitative software packages go to: http://gking.harvard.edu/stats.shtml

Work on Interview Essay.

Discuss interview & analysis process

Work on Interview Essay.

Discuss interview & analysis process. Discuss problem statements.

Research Proposal Formats ("proposal" assignment introduced, due Dec. 16).

Art education faculty present their research with a focus on their research processes, the methodologies, and theoretical frames employed, and respond to questions developed by students:

1) What do you consider important art education research?
2) What are the characteristics and components of a good dissertation/thesis?
3) How do you develop research questions?
4) What sources do you find the most useful when doing research?
5) What career advice do you have for new scholars pursuing qualitative research?
6) What do you believe are the most important ethical issues facing qualitative researchers? What ethical issues have you faced in your own work?

Art education faculty presentations

• 2:30-3 p.m. Dr. Mary Ann Stankiewicz, Interpreting Art Education's Past
• 4:45-5:15 p.m. Dr. Charles Garoian, The Pros/thesis of Art Research

Due: Interview Essay.

Research Proposal Formats

• thesis proposal by Karen Hembree, 2001
• dissertation proposal by Hui-Chun Hsiao, 2006

Art education faculty presentations

• 2:30-3 p.m. Dr. David Ebitz, Theory & Learning in Museum Education
• 3:15-3:45 p.m. Dr. Wanda Knight, Never Again: A K(night) with Ben
• 4:15-4:45 p.m. Dr. Rebecca Plummer Rohloff, Emancipatory Pedagogy and Arts-based Research

Ebitz, D. (forthcoming 2008). Sufficient foundation: Theory in the practice of art museum education,” Visual Arts Research, 34(2), 15-25. (paper in ANGEL @ "Lessons" to peruse prior to Dr. Ebitz's presentation)

Knight, W. (forthcoming 2008). Never again: A K(night) with Ben. In A. Arnold, E. Delacruz, & M. Parsons (Eds.), G.L.O.B.A.L.I.Z.A.T.I.O.N, Art, and Education. Reston, VA: NAEA. (paper in ANGEL @ "Lessons" to peruse prior to Dr. Knight's presentation)

Due: Critiques of 3 Research Articles

Zeni, J. (2005). A guide to ethical issues and action research. In K. Sheehy, M. Nind, J. Rix & K. Simmons (Eds.), Ethics and research in inclusive education (pp. 205-214). New York: RoutledgeFalmer. e-reserve

 

 

Valentine, G., Butler,R., & Skelton, T.. (2005). The ethical and methodological complexities of doing research with ‘vulnerable’ young people. In K. Sheehy, M. Nind, J. Rix & K. Simmons (Eds.), Ethics and research in inclusive education (pp. 76-82). New York: RoutledgeFalmer. On e-reserve on Saturday 15 November.

Knobel, M. (2005). Rants, ratings and representation: Ethical issues in researching online social practices. In K. Sheehy, M. Nind, J. Rix & K. Simmons (Eds.), Ethics and research in inclusive education (pp. 150-167). New York: RoutledgeFalmer. On e-reserve on Saturday 15 November.

Quantitative Research & Mixed Methods

Experimental Designs & Application of Inferential Statistics
Survey & Other Nonexperimental Designs. Principles of hypothesis testing.
(Descriptive Statistics & Central Tendencies, Chi Square, Degrees of Freedom, Probability, Sampling)

Due: Literature review outline, log, & rated/coded bibliography

Leavy. P. (2009). Method meets art: Arts-based research practice (pp. 4-9). New York: Guilford Press.

Writing for NAEA
Journals