573
Views
1
CrossRef citations to date
0
Altmetric
Article

Developing a visual art community of practice: a participatory action research study of a museum-based partnership for art teachers in Los Angeles

ORCID Icon
Pages 168-183 | Received 23 Jul 2019, Accepted 08 May 2020, Published online: 28 May 2020

References

  • American Institutes for Research, 2015. Promoting teacher effectiveness: teacher induction and mentoring brief. No. ED-CF0-1 O-A-0066. American Institutes for Research (AIR). Available from: http://lincs.ed.gov/publications/te/mentoring.pdf
  • Approach, n.d. Available from: https://www.ideo.org/approach [Accessed 1 March 2019]
  • Battersby, S.L. and Verdi, B., 2015. The culture of professional learning communities and connections to improve teacher efficacy and support student learning. Arts education policy review, 116 (1), 22–29. doi:10.1080/10632913.2015.970096.
  • Bernard, H.R., Wutich, A., and Ryan, G.W., 2016. Analyzing qualitative data: systematic approaches. Thousand Oaks, CA: SAGE Publications.
  • Bodie, K., 2019. Teacher agency in professional learning communities. Professional development in education. doi:10.1080/19415257.2019.1689523.
  • Bradbury, S. and Middlemiss, L., 2015. The role of learning in sustainable communities of practice. Local environment, 20 (7), 796–810. doi:10.1080/13549839.2013.872091.
  • Cera, J., 2013. Teacher leadership in art education preparation. Visual arts research, 39 (2), 93–103. doi:10.5406/visuartsrese.39.2.0093.
  • Cohen-Evron, N., 2002. Why do good art teachers find it hard to stay in the public school system? Studies in art education, 44 (1), 79–94. doi:10.2307/1321050.
  • Colbert, J.A., et al., 2008. An investigation of the impacts of teacher- driven professional development on pedagogy and student learning. Teacher education quarterly, 35 (2), 135–154.
  • Conway, C., et al., 2005. Professional development for arts teachers. Arts education policy review, 107 (1), 3–10. doi:10.3200/AEPR.107.1.3-1.
  • County of Los Angeles, n.d. Statistics. Available from: https://www.lacounty.gov/government/geography-statistics/statistics/ [Accessed 21 March 2019]
  • create/CA, 2017. The California Arts Education Data Project: interactive dashboard - California arts education discipline/course exploration, 2014/2015 school year. Available from: http://www.createca.dreamhosters.com/interactive-dashboard/ [Accessed 26 January 2018]
  • Darling-Hammond, L., Hyler, M.E., and Gardner, M., 2017. Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
  • Darling-Hammond, L. and McLaughlin, M.W., 1995. Policies that support professional development in an era of reform. The phi delta kappan, 76 (8), 597–604. Available from: http://www.jstor.org/stable/20405410
  • DuFour, R., et al., 2010. Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press.
  • Duke, D., 1990. Setting goals for professional development. Educational leadership, 47 (8), 71–75.
  • Ekici, D.I., 2017. The effects of online communities of practice on pre-service teachers’ critical thinking dispositions. EURASIA journal of mathematics science and technology education, 13 (7), 3801–3827. doi:10.12973/eurasia.2017.00759a.
  • Ellis, D.M., 2009. Designing the arts learning community: a handbook for K-12 professional development planners. L. Chiavaroli, Ed. Los Angeles, CA: Los Angeles County Arts Commission with Santa Clara County Office of Education and the San Francisco Arts Commission. http://handbook.laartsed.org/content/resources/complete_handbook.pdf
  • Fullan, M., 2007. Change the terms for teacher learning. Journal of staff development, 28 (3), 35–36.
  • Fullan, M., 2010. All systems go: the change imperative for whole system reform. Thousand, Oaks, CA: Corwin, A Sage Company.
  • Fullan, M. and Quinn, J., 2016. Coherence: the right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin, A Sage Company.
  • Fullan, M., Rincon-Gallardo, S., and Hargreaves, A., 2015. Professional capital as accountability. Education policy analysis archives, 23, 15. doi:10.14507/epaa.v23.1998
  • Gates, L., 2010. Professional development through collaborative inquiry for an art education archipelago. National art education association studies in art education: a journal of issues and research, 52 (1), 6–17.
  • Hanawalt, C., 2015. Reframing new art teacher support: from failure to freedom. Journal of social theory in art education, 35 (1), 69–81. Available from: http://scholarscompass.vcu.edu/jstae/vol35/iss1/7/
  • Hanawalt, C., 2016. Collage as critical practice: mapping new art teacher experiences within contemporary assemblages of education. Doctoral dissertation. Available from: https://etda.libraries.psu.edu/catalog/r494vk167
  • Hoffman, E.B., 2019. Reimagining early childhood educator professional development: an online community shares literacy learning strategies. Childhood education., 95 (4), 47–52. doi:10.1080/00094056.2019.1638714.
  • Ingersoll, R. and Strong, M., 2011. The impact of induction and mentoring programs for beginning teachers: a critical review of the research. Review of educational research, 81 (2), 201–233. doi:10.3102/0034654311403323.
  • James, E.A., Milenkiewicz, M., and Bucknam, A., 2008. Participatory action research for educational leadership: using data-driven decision making to improve schools. Thousand Oaks, CA: Sage Publications.
  • Kim, J., 2010. Art teachers’ professional development in a community of practice. Doctoral dissertation. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3083
  • LA County Colleges & Universities, 22 Mar 2013. Los Angeles County economic development corporation. Available from: https://laedc.org/2013/03/22/la-county-colleges-universities/ [Accessed 15 Apr 2019].
  • Lassonde, C. and Israel, S., 2010. Teacher collaboration for professional learning: facilitating study, research, and inquiry communities. San Francisco, CA: Jossey-Bass.
  • Lave, J. and Wenger, E., 1991. Situated learning: legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  • Lind, V., 2007. High quality professional development: an investigation of the supports for and barriers to professional development in arts education. International journal of education & the arts, 8 (2). Available from: http://ijea.asu.edu/v8n2/ [Accessed 19 Nov 2015].
  • Marshall, J. and D’Adamo, K., 2011. Art practice as research in the classroom: a new paradigm. Art education., 64 (5), 12–18. doi:10.1080/00043125.2011.11519139.
  • Milbrandt, M.K., 2006. A collaborative model for art education teacher preparation. Arts education policy review, 107 (5), 13–21. doi:10.3200/AEPR.107.5.13-21.
  • Overstreet, M., 2017. Culture at the core: moving from professional development to professional learning. Journal of ethnographic and qualitative research, 11 (3), 199–214.
  • Pink, D., 2009. Drive: the surprising truth about what motivates us. New York, NY: The Penguin Group.
  • Rényi, J. and National Foundation for the Improvement of Education (NFIE), 1996. Teachers take charge of their learning: transforming professional development for student success. Washington, DC: National Foundation for the Improvement of Education.
  • Rincón-Gallardo, S. and Fullan, M., 2016. Essential features of effective networks in education. Journal of professional capital and community, 1 (1), 5–22. doi:10.1108/JPCC-09-2015-0007.
  • Ryan, R. and Deci, E., 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55 (l), 68–78. doi:10.1037/0003-066X.55.l.68.
  • Sabol, F.R., 2006. Professional development in art education: a study of needs, issues, and concerns of art educators. Reston, VA: National Art Education Association.
  • Scribner, J.P., 1999. professional development: untangling the influence of work context on teacher learning. Educational administration quarterly, 35 (2), 238–266. doi:10.1177/0013161X99352004.
  • Segar, A., 2015. The power of participation: creating conferences that deliver learning, connection, engagement, and action. Marlboro, VT: Conferences That Work.
  • Shen, J. and Hsieh, C., 1999. Improving the professional status of teaching: perspectives of future teachers, current teachers, and education professors. Teaching and teacher education, 15 (3), 315–323. doi:10.1016/S0742-051X(98)00047-X.
  • Spence, G. and Deci, E., 2013. Self-determination theory within coaching contexts: supporting motives and goals that promote optimal functioning and well-being. In: S.A. David, D. Clutterbuck, and D. Megginson, eds. Beyond goals: effective strategies for coaching and mentoring. Farnham, Surrey: Gower Publishing Limited, 85–108.
  • Staley, C., 2016. Round Robin. Art education, 69 (6), 6–7. doi:10.1080/00043125.2016.1224819.
  • Stewart, C., 2014. Transforming professional development to professional learning. Journal of adult education, 43 (1), 28–33.
  • Vangrieken, K., et al., 2017. Teacher communities as a context for professional development: a systematic review. Teaching and teacher education, 6, 47–59. doi:10.1016/j.tate.2016.10.001
  • Visual and performing arts guidance, 2018. Available from: https://www.cde.ca.gov/pd/ca/vp/vapaguidance.asp [Accessed 1 May 2019].
  • Wei, R.C. et al., 2009. Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
  • Wenger, E., 1998. Communities of practice: learning, meaning, and identity. New York, NY: Cambridge University Press.
  • Wenger, E., 2010. Communities of practice and social learning systems: the career of a concept. In: C. Blackmore, ed. Social learning systems and communities of practice. United Kingdom: The Open University, 179–198.
  • Wenger, E., McDermott, R.A., and Snyder, W., 2002. Cultivating communities of practice: a guide to managing knowledge. Boston, MA: Harvard Business School Press.
  • Wong, H.K., 2004. Induction programs that keep new teachers teaching and improving. Nassp bulletin, 88 (638), 41–58. doi:10.1177/019263650408863804.
  • Zhang, S., Liu, Q., and Wang, Q., 2017. A study of peer coaching in teachers’ online professional learning communities. Universal access in the information society, 16 (2), 337–347. doi:10.1007/s10209-016-0461-4.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.