Moving toward a culture of evidence: Documentation and action research in the practice of arts partnerships

Arts Education Policy Review

Volumn 108, Issue 3, 2007, Pages 35-40

  Burnaford, Gail E ^a  

^a FLORIDA ATLANTIC UNIVERSITY   (United States)

Author keywords

Action research; Arts partnerships; Documentation; Evaluation

Indexed keywords

EID: 84994375920     PISSN: 10632913     EISSN: None     Source Type: Journal    
DOI: 10.3200/AEPR.108.3.35-40     Document Type: Article

References (8)

1. Chapman, L. H. 2004. No child left behind in art? Arts Education Policy Review 2:3-17.
2. Cochran-Smith, M., and S. Lytle. 2001. Beyond certainty: Taking an inquiry stance on practice. In Teachers caught in the action: Professional development in practice, ed. A. Lieberman and L. Miller, 45-60. New York: Teachers College Press.
3. Darling-Hammond, L. 2005. Educating the new educator: Teacher education and the future of democracy. The New Educator 1:1-18.
4. Fenstermacher, G. 1994. The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education 20:3-56.
5. Fitzpatrick, J. L., J. R. Sanders, and B. R. Worthen. 2004. Program evaluation: Alternative approaches and practical guidelines. 3rd ed. Boston: Pearson.
6. Mahlmann, J. J. 1996. The arts: Who shall teach? In Beyond enrichment: Building effective arts partnerships with schools and your community, ed. J. Remer, 402-7. New York: American Council for the Arts.
7. Project Zero. 2003. Making teaching visible: Documenting individual and group learning as professional development: A making learning visible monograph. Cambridge, MA: Project Zero.
8. Stenhouse, L. 1975. An introduction to curriculum research and development. London: Heinemann.