Integrating Arts-Based Inquiry in Evaluation Methodology

Simons, Helen; McCormack, Brendan

doi:10.1177/1077800406295622

Cited by 68 publications

(57 citation statements)

References 20 publications

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“…Our expertise continues to evolve, and we are finding exciting potential in new paradigms and qualitative methodologies, particularly narrative and arts-based inquiries, to conduct evaluations that may be well suited to the complex human and social experiences comprised in learning and in teamwork (Simons & McCormack, 2007). Although Kirkpatrick's (1967) levels of education evaluation still hold merit for educational evaluation, the methods for capturing deep and meaningful data at each level must be pushed Table II.…”

Section: Discussionmentioning

confidence: 99%

Theories, relationships and interprofessionalism: Learning to weave

Hall

Weaver

Grassau

2012

Journal of Interprofessional Care

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In this article, we illustrate the application of a number of theoretical frameworks we have used to guide our work in interprofessional education (IPE) and collaborative interprofessional care (IPC). Although we do not claim to be experts in any one of these theories, each has offered important insights that have broadened our understanding of the complexities of interprofessional learning and practice. We have gained an appreciation for an increasing number of theories relevant to IPE and IPC, and, as a result, we have woven together more key principles from different theories to develop activities for all levels of interprofessional learners and clinicians. We pay particular attention to relational competencies, knotworking/idea dominance, targeted tension and situational awareness. We are now drawing on the arts and humanities and complexity theory to foster relationship-building learning. Evaluation of our endeavors will eventually follow these latter theories for methods that better match the human and social experiences that underpin learning. Our "theoretical toolbox" therefore may be of value to educators who develop and implement creative interprofessional learning activities, as well as clinicians interested in moving toward more effective collaboration.

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Section: Discussionmentioning

confidence: 99%

Theories, relationships and interprofessionalism: Learning to weave

Hall

Weaver

Grassau

2012

Journal of Interprofessional Care

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“…Evaluative research seeks to assess the worth or value of something (Robson 2006) and is commonly used in educational research. In recent years there has been a methodological shift in educational evaluation research from a primary emphasis on quantitative methods to the acceptance of qualitative methods (Simons 2007) and, following this, a trend to utilise mixed methods (Simons and McCormack 2007) in educational evaluative research. Such a mixed-method approach to evaluative research was used in the study of the FDs provided at Kingston University.…”

Section: Methodsmentioning

confidence: 99%

Students’ perceptions of foundation degrees

Ooms

Burke

Marks-Maran

et al. 2012

Journal of Further and Higher Education

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In 2008 there were 87,339 people enrolled on foundation degrees (FDs) in the UK (Foundation Degree Forward, 2009), and educational institutions in the UK offered 1700 different foundation degrees in over 25 subjects, with nearly 900 more in development (Action on Access, 2010). In addition, student views are seen to be of importance, as demonstrated by the National Student Survey and the notion of the student as consumer. This paper reports on a study of the views of students undertaking FDs in one university. A mixed-methods evaluation approach was used. Data were collected from students through questionnaires, interviews and focus groups. This was an ambitious project that yielded a vast amount and range of qualitative and quantitative data across multiple cohorts of seven different foundation degrees. Overall, students' perceptions are positive, although some findings vary from one foundation degree to another. Across all subjects, students were agreed on their positive rating on five of the key elements of FDs. There was also agreement that employers did not, on the whole, value the foundation degree qualification. This paper presents the findings of this study and conclusions are drawn that add to the literature about FDs that will be of relevance to those involved in the development and delivery of FDs.

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“…These included collages (Simons and McCormack, 2007), the use of creative hermeneutic cards (Bijkerk and Loonen, 2009) and metaphors crafted into poetic haiku (McIntosh, 2009). Together these highlighted visual journeys of transformation experienced by the teachers (Titchen and McCormack, 2010).…”

Section: The Study and Appropriate Methods Used To Support Openness Amentioning

confidence: 99%

Reflecting on reflection: improving teachers’ readiness to facilitate participatory learning with young children

McLeod

2013

Professional Development in Education

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This paper explores whether teacher's habits and assumptions about their practice can be enhanced by Continued Professional Development through nurturing self-awareness of lived experiences. Within the paper a practical understanding of critical reflection as a process is explored and particular attention is given to Moon's (2008) assertion that one person cannot make another person reflect. Reflection as a process is re-evaluated through the application of Theory U and the axiom that reflection needs to start with the self. The paper's central argument is that at the heart of critical reflection is the need for embodied readiness. Without such openness as the first step, critical reflection is misinterpreted. The main outcome of the study was the development of '9 R's of Reflection', a practical framework which enabled critical reflection to become part of teachers' day to day practice enabling them to focus positively on the challenges they faced within the applied educational setting. The findings of the study demonstrate that the '9 R's' broke down sites of conflict between the desire to follow children's interests and the pressure to conform to the technical demands that dominate modern education so that the teachers changed their habits and become better at participatory teaching.

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Integrating Arts-Based Inquiry in Evaluation Methodology

Cited by 68 publications

References 20 publications

Theories, relationships and interprofessionalism: Learning to weave

Theories, relationships and interprofessionalism: Learning to weave

Students’ perceptions of foundation degrees

Reflecting on reflection: improving teachers’ readiness to facilitate participatory learning with young children

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