NAEA Position Statement on the Value of Collaborative Research

NAEA believes collaborative research strengthens teaching and learning in the visual arts, design, and media arts in a range of educational settings.. Collaborative research encompasses a range of methodologies and approaches involving researchers, practitioners, and other collaborative teams. Collaborations are strengthened across interdisciplinary connections illuminating the role of the visual arts in the lives of individuals.

The complexity of issues in visual arts education today requires frameworks for collaborative research that address shared educational concerns, opportunities, practice, and policy making.

Research networks across membership and disciplines provides an accessible means of identifying research topics and trends,furthering understanding and heightening the impact of visual arts education programs in all settings.

Resources:

Buffington, Melanie L. and McKay, Sara Wilson, Editors. Practice Theory: Seeing the Power of Art Teacher Researchers, NAEA 2013.

Campano, G. (2009). Teacher research as a collective struggle for humanization. In M. Cochran- Smith & S. L. Lytle (Eds.), Inquiry as stance: Practitioner research in the next generation (pp. 326–341). Teachers College Press.

Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research in the next generation. Teachers College Press.

Dynamics, and Open Questions. Educational Researcher Volume 45, Issue 1. 2016. http://journals.sagepub.com/doi/abs/10.3102/0013189X16631750

David, Jane L. What Research Says About Collaborative Inquiry, Educational Leadership (December 2008/January 2009) Volume 66, Number 4 http://www.ascd.org/publications/educational-leadership/dec08/vol66/num04/Collaborative-Inqui ry.aspx

Gates, L. (2010). Professional development through collaborative inquiry for an art education archipelago, Studies in Art Education, 52(1), 6-17.

Gustafson, C. (2019). “It’s like a puzzle with a million pieces”: The productive possibilities of conflict in a teacher inquiry group (Order No. 13805960). Available from ProQuest Dissertations & Theses Global. (2195499208). https://tc.idm.oclc.org/login?url=https://www-proquest-com.tc.idm.oclc.org/dissertations-theses/like-puzzle-with-million-pieces-productive/docview/2195499208/se-2?accountid=14258

Hanawalt, C., & Hofsess, B. A. (2020). Holding paradox: Activating the generative (im)possibility of art education through provocative acts of mentoring with beginning art teachers. Studies in Art Education, 61(1), 24-45.

Hofsess, B. A., & Hanawalt, C. (2018). Art(full) gifts: Material disruptions and conceptual proddings as creative acts of mentoring for early career art teachers. Visual Inquiry: Learning and Teaching Art, 7(3), 183-196.

Miraglia, Kathy Marzilli and Smilan, Cathy, Edtors. Inquiry in Action: Paradigms, Methodologies, and Perspectives in Art Education Research, NAEA 2014. Pfeiler-wunder, A., Sutters, J., Buffington M., Rao, S., & Rice, L. (2020). Understanding the relationship between research and practice: A national survey of visual art educators. Visual Arts Research, 46(2), https://doi.org/10.5406/visuartsrese.46.2.0085

Song, B., & Lim, K. (2022). Exploring online art education: Multi-institutional perspectives and practices. International Journal of Education through Art, 18(3). https://doi.org/10.1386/eta_00104_1