Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion. Page: V
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3. M ETH O D O LO G Y ..........................................................................37
The Shift in Educational Research
Research Method: Action Research
Self as Researcher
Participants/Location of Research
Gesture Drawings of Each Participant
Bill
Erin
Kari
Kelly
Thai
Laura
Charissa
Data Collection: Introduction
Data Triangulation
Data Instruments
Student Information Sheet
My Personal Journal
The Seminar Curriculum
Questionnaires
Dilemma Cases in Inclusion Worksheet
Semi-Structured Interview
Method of Data Analysis
My Personal Journal
The Seminar Transcriptions
Questionnaires for Placements One and Two
Disability Questionnaire, Dilemmas in Inclusion Worksheet
And Semi-Structured Interview
Establishing Reliability and Validity in Action Research
Outcome Validity
Process Validity
Democratic Validity
Catalytic Validity
Dialogic Validity
4. FIN D IN G S ....................................................................................85
Introduction
Purposes, Activities and Structure of the Seminars
How the Principles of Critical Theory Define and Guide My Practice
Redistributing Power
Establishing a Community of Learners
Fostering Dialogue
Enabling Dialectical Thinking
Honoring Narratives
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Allison, Amanda. Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion., dissertation, May 2008; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc6139/m1/6/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .