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Course Calendar for Fall 2012
A ED 502: Research in Art Education
(calendar is updated throughout the semester)

DATE

 TOPIC

READINGS for Each Week

 Aug. 30
  • Current Graduate Research in Art Education

  • Zotero: Collaboratively Build Research Bibliographies (click here on how to begin or register for a workshop at the library). Building a Bibliography in Zotero assignment: Set goal for building a bibiography and articulate this as a blog entry due 9/6. Set up at the minimum 1 topic in Zotero, and add to others' topical reference list on Zotero throughout the semester (due 12/13).

  • Emerging Researcher Blogs: Build identity as researcher from an embodied perspective (you are encouraged to scan and upload notes, sketches, and photos). Include the following in a blog entry (begun in the activity on 8/30) due 9/6:
    • What is research?
    • What do you envision you will do for dissertation/ thesis? Write a speculative narrative grounded in a concern raised from a personal experience. Link autobiography of personal concerns you hold to larger social issues and art education.
 
 
 

 

 

Dissertations in art education
at Penn State since the 1960s
.
Sept. 6

Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: Critical methodologies and indigeneous inquiry. In N. K. Denzin, Y. S. Lincoln & L. Tuhiwai Smith (Eds.). Handbook of critical and indigenous methodologies (ix-xii). Thousand Oaks, CA: SAGE. (sent as email pdf attachment)

Donald, D. (2012). Indigenous métissage: A decolonizing research sensibility. International Journal of Qualitative Studies in Education, 25(5), 533-555. (sent as email pdf attachment)

Sept. 13

Critical Methodologies and Social Justice Inquiry in Art Education

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) or other programs to visualize connections.

(This week's readings sent as email pdf attachments)

Denzin, N. K. (2010). Ch. 1: A global commmunity and the sociological imagination. In N. K. Denzin, The qualitative manifesto: A call to arms (pp. 19-32). Walnut Creek, CA: Leftcoast Press.

Denzin, N. K. (2010). Ch. 2: Critics and bicoleurs. In N. K. Denzin, The qualitative manifesto: A call to arms (pp. 33-42). Walnut Creek, CA: Leftcoast Press.

Denzin, N. K. (2010). Ch. 3: Back to the future. In N. K. Denzin, The qualitative manifesto: A call to arms (pp. 43-50). Walnut Creek, CA: Leftcoast Press.

Denzin, N. K. (2010). Ch. 7: Templates for social justice inquiry. In N. K. Denzin, The qualitative manifesto: A call to arms (pp. 101-113). Walnut Creek, CA: Leftcoast Press.

Sept. 20

Conducting Literature (re)Search:
How to Find & Critique Research

Meet at 2:30 p.m. at Pattee Library W211a (2nd floor, all the way West). We will have a hands-on workshop (the room has computers, but bring your laptop if you wish) conducted by Henry Pisciotta, Arts Librarian. Part of the workshop will introduce Zotero.  It is not required, but you are encouraged to install Zotero in advance of the workshop; Zotero is free at: http://www.zotero.org.  You can install it on your own computer or on your roaming "desktop" that appears on workstations in Information Technology Services labs or on University Libraries workstations. (To install it on the "deskto,p" you must use the version for Mozilla's Firefox browser.)
 

4:30-5:30 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. 15.

Click on "Literature (re)Search" and read the three sections (i.e., Library Basics, Conducting Literature Reviews, and Your Lit Review) doing the activities along the way. The Literature (re)Search assignment is described in section 3 "process" and "project parts" and is due Nov. 29.

The "3 Critiques of Research" assignment is due Nov. 15. You select 3 research articles of interest to you, and use the "standards of adequacy" criteria to critique.

 


Sept. 27

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 your blog prior to class your first draft of a research problem statement and research concept map.

 

Tuesday
Oct. 9
from 3:00-5:00 pm

instead of
Oct. 4

Narrative Inquiry
Discuss Meier chapters 2 & 3.

Importance of a theoretical interpretive framework for conducting research to guide what data to collect, analyze, and interpret.

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 10/18. Write an essay, due 11/1, to include self-disclosure, method, theoretical frame, context, analysis and interpretation(s) of the interview data. Length, 1500-2500 words. Use APA style.

Meier, M. E. (2012). "Shifts in Thinking" in Art and Music Teacher Narratives through Documentation as Inquiry and Artifact (ch. 2 & 3). Unpublished dissertation. Penn State. [sent as email attachment on 9/28]

 

 

Oct. 11

NO CLASS MEETING. Optional fieldtrip to EPLC's 2nd Annual Arts and Education Symposium in Harrisburg.
 
 
Oct. 18
Qualitative Analysis
Discuss data collection in interview process.
Layered Analysis: coding, sorting, & pattern seeking
What counts as evidence?
Intro to Arts-based Research

 

Institute for the Arts & Humanities "Being Humans Fellow," Phoenix Savage, will discuss her research-based art.

 

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

Three readings below relate to Oct. 9, Oct. 18, & Oct. 25 class sessions. They are optional readings. To find course reserve materials, select the CAT. Type in your Access ID and password. Click on the "Course Reserves" tab at the top of the page, and search by faculty member, course name or course number.

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]

Oct. 25

 

GRAE
Oct. 26-28

Interviews (discuss analysis process)
Continue Problem statement and theoretical lens discussion.

Qualitative Analysis:
• Discuss data collection in interview process.
• Layered Analysis: coding, sorting, & pattern seeking
•  Sculpted Embodied Analysis
•  What counts as evidence?

 

Nov. 1

Reciprocal-reflexivity: Discuss interview research writing (i.e., assumptions/self-disclosure, purpose, research question, constructs, rationale for interviewee, methodology, study/interview context, analysis/interpretation/findings, lessons learned & recommendations)

Research Proposal Formats ("proposal" assignment introduced, due Dec. 18).

Research Proposal Formats

Research Proposal Examples:

Nov. 8

No class meeting. NWSA conference

 
Nov. 15

MEET at the Foster Auditorium at the Pattee Library.

Introduction to archives, art education collections at Penn State, and how to access the Judy Chicago Art Education Collection

Content analysis, archival research, discourse analysis

Due: Interview Essay. (submit as print copy)
Due: Critiques of 3 Research Articles(submit as print copy)

 
 
 
 
Content analysis of "word clouds" using wordle.net for qualitative visual analysis, problem statements, interview essays, and critiques of research articles. Also ImageChef or Textorizer. See Go2Web20.net for a directory of Web2.0 tools.
Nov. 22 Thanksgiving Holiday Week
Nov. 29

IRB, Ethical Disclosure: Office of Research Protection IRB (Institutional Review Board) Approval for Human Participant Research: Ethical Considerations and IRB Approval Procedures

Collaborative Institutional Training Initiative (CITI),
Complete the Training on the Protection of Human Rights Participants of the required modules & an elective.

Arts-based Research as Social Justice Activism: Insight, Inquiry, Imagination, Embodiment, Relationality

Reference for presentation: Keifer-Boyd, K. (2010). Arts-based research as social justice activism: Insight, inquiry, imagination, embodiment, relationality. International Review of Qualitative Research, 4(2), 32-58.

Action Research, Case Study, Phenomenology, Participant Observation, Ethnography, Fieldwork, Autoethnography,Focus Groups

Video Analysis with StudioCode®

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.

QDA Miner: mixed-method qualitative analysis

http://www.scolari.com/

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

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

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]

optional:

Keifer-Boyd, K. (2008). Mentoring graduate students in conducting qualitative research. ORP (Office for Research Protections) Newsletter, 19, 1-2. The Pennsylvania State University.

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: Routledge Falmer. [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. [e-reserve]

 



Dec. 6

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)

Publishing Research: peer review, integrity in research and scholarship, appropriate research documentation, copyright permissions, acknowledgement and citation of resources, & mentoring responsibilities.
Writing for NAEA
Journals
Dec. 13 Student proposal 10-minute presentations and peer feedback.
Dec. 18 FINAL: Written research proposal due by 5 p.m. in my mailbox at 207 Arts Cottage (or drop off at Patterson office counter to have delivered by office staff or put in the 502 box at the top of the stairs near the grad office) Due: Written research proposal