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As an artist makes decisions, experiments, refines, and reworks an artwork, a researcher also utilizes processes that are appropriate for conducting a particular research study. This collaboration of voices will help new researchers and teachers who may not have considered conducting research as a possibility for them, find a glimpse of themselves as a teacher-researcher. Seeing research at the heart of teaching can grow engaged educational practice and aid teachers in realizing their power and working toward educational reform. Designed for master’s level students who are art educators and beginning researchers, this book also contains ideas for advanced researchers. Chapters on methodologies, as well as example studies in art education settings, work to bridge the perceived divide between theory and practice. Readers benefit from the rich knowledge and experience of art teachers, university faculty members, and museum educators who may balance multiple roles.
310 pgs. (2013) ISBN 978-1-890160-57-9
“HOWEVER STRONG OR GLARING THE WORD AND IDEA OF “POWER” AND ITS ASSOCIATIONS, editors Melanie Buffington and Sara Wilson McKay use it to inspire and encourage while at the same time provoke teacher-guided and reflective research practices.”
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