Add to ORKGThe degree to which instructional supervisors encourage reflection by teachers is in large part a function of both the supervisorâs and teacherâs use of the art of conversation. The author juxtaposes the Concern Based Adoption Model theory for innovation with the Feldman Method for art criticism to support reflection as aesthetic. Reflection that is grounded in an arts-based methodology may embrace both the technical and aesthetic dimensions of teaching and supervision. The author concludes that utilizing the language of art may support reflection that attends to the needs of the teacher and the needs of the students
The various supervision models each emphasize particular interventions. But to conceptualize supervi...
225 p.Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1997.Although all teachers are dif...
Deposited with permission of the author. © 2000 Dr. Susan Elizabeth WilksIn 1995 an Aesthetics and ...
The degree to which instructional supervisors encourage reflection by teachers is in large part a fu...
If teaching at its best is an art (Davis, 2005; Sarason, 1999; Grumet, 1993; Eisner, 1985; Barone, 1...
/ / one defines classroom instruction as an aesthetic medium, a lesson can be evaluated alter-native...
My research for this paper is based upon an open-ended documentation of two workshops carried out as...
Reflective Practices in Arts Education brings together a multi-disciplinary group of authors who exp...
My thesis elucidates an attempt to make mutually reflective creative dialogues about art making, bet...
In the emergent field of creative practice higher degrees by research, first generation supervisors ...
The purpose of the study is to identify how the instructional model influences students’ refle...
This article is based on a study of what contributes to the development of an aesthetic approach to ...
The concept of dialogue is one that is rarely applied in art education. The attitude prevails that t...
tique, Eisner’s (1998) notion of connoisseurship, and Ragans ’ (2005) articulation of the elements o...
The aim of this investigation is to describe assessment as a meaning-making process in individual su...
The various supervision models each emphasize particular interventions. But to conceptualize supervi...
225 p.Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1997.Although all teachers are dif...
Deposited with permission of the author. © 2000 Dr. Susan Elizabeth WilksIn 1995 an Aesthetics and ...
The degree to which instructional supervisors encourage reflection by teachers is in large part a fu...
If teaching at its best is an art (Davis, 2005; Sarason, 1999; Grumet, 1993; Eisner, 1985; Barone, 1...
/ / one defines classroom instruction as an aesthetic medium, a lesson can be evaluated alter-native...
My research for this paper is based upon an open-ended documentation of two workshops carried out as...
Reflective Practices in Arts Education brings together a multi-disciplinary group of authors who exp...
My thesis elucidates an attempt to make mutually reflective creative dialogues about art making, bet...
In the emergent field of creative practice higher degrees by research, first generation supervisors ...
The purpose of the study is to identify how the instructional model influences students’ refle...
This article is based on a study of what contributes to the development of an aesthetic approach to ...
The concept of dialogue is one that is rarely applied in art education. The attitude prevails that t...
tique, Eisner’s (1998) notion of connoisseurship, and Ragans ’ (2005) articulation of the elements o...
The aim of this investigation is to describe assessment as a meaning-making process in individual su...
The various supervision models each emphasize particular interventions. But to conceptualize supervi...
225 p.Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1997.Although all teachers are dif...
Deposited with permission of the author. © 2000 Dr. Susan Elizabeth WilksIn 1995 an Aesthetics and ...