Once a month, art educators from the Denver metro area have been gathering together in the spirit of inquiry to explore issues of the perceived theory and daily practice divide. The Theory Loves Practice (TLP) group was started in 2010 by Professors Rachael Delaney and Anne Thulson from Metropolitan State University of Denver (MSU) and now has 40…

Explores the similarities and differences in findings related to three studies that focused on the content and context of students' and teachers' definitions of art in order to study the socialization process. Reveals that the researchers themselves perpetuate this process by solidifying the students' and teachers' learned expectations of what art…

Teachers who frame the curriculum around purposeful playful activities that allow children to work at their own pace and allow children to make choices rather than be coerced into their work are indirectly committed to becoming researchers in their own classrooms. The art teacher-researcher is a participant observer of what goes on in the…

Proposes that art teachers become more informed about current research on art teaching and assume responsibility for initiating research on classroom teaching. States that teachers may (1) act as research subjects, (2) put research into practice, and (3) act as researchers. Discusses general considerations or conditions under which research can…

Discusses the role of teachers as researchers. Includes personal reflections on participation as a teacher researcher, observations as a teaching administrator conducting doctoral research in the classroom, and personal viewpoints as a state visual and performing arts supervisor. Considers the relationship between classroom research and the…

Asserts that qualitative research methodology represents a fundamental reconceptualization about knowledge, validity, and education. Reviews the history and trends of educational research and argues that it is increasingly legitimate to use qualitative methods. (CFR)