Mature Students Matter: The Impact of the Research Development Fellowship in Accessing Art and Design Education
Abstract
:1. Introduction
Context
2. Materials and Methods
2.1. Joint Practice Development
2.2. Case Study and Narrative Inquiry
2.2.1. This Qualitative Research Study has been Drawn Together in the Form of a Case Study
2.2.2. Narrative as Part of the Case Study Approach
2.2.3. Data Collection and Analysis
3. Results
3.1. Initial JPD Project in the University
3.2. Continuous Legacy
3.3. Mature Students Matter Project
4. Discussion
Funding
Acknowledgments
Conflicts of Interest
References
- Fielding, M.; Bragg, S.; Craig, J.; Cunningham, I.; Eraut, M.; Gillinson, S.; Horne, M.; Robinson, C.; Thorp, J. Factors Influencing the Transfer of Good Practice; DfES Publications: Nottingham, UK, 2005. [Google Scholar]
- James, D.; Biesta, G. Improving Learning Cultures in Further Education; Routledge: Oxon, UK, 2007. [Google Scholar]
- Coffield, F.; Williamson, B. From Exam Factories to Communities of Discovery: The Democratic Route; Institute of Education, University of London: London, UK, 2011. [Google Scholar]
- Broadhead, S.; Davies, R.; Hudson, A. Perspectives on Access: Practice and Research; Emerald Publishing: Bingley, UK, 2019. [Google Scholar]
- Broadhead, S. Tensions between the construction of design knowledge in art college and school: Implications for students from schools studying in the college context. In Design Pedagogy Research; Hatton, K., Ed.; Jeremy Mills Publishing: Huddersfield, UK, 2008; pp. 59–70. [Google Scholar]
- Hudson, C. Art from the Heart: The Perceptions of Students from Widening Participation Backgrounds of Progression to and through HE Art and Design; National Arts Learning Network: London, UK, 2008. [Google Scholar]
- Penketh, C.; Goddard, G. Students in transition: Mature women students moving from foundation degree to honours level 6. Res. Post Compuls. Educ. 2008, 13, 315–327. [Google Scholar] [CrossRef]
- Busher, H.; James, N. Opening Doors? A Study of Access to Higher Education; Routledge: London, UK, 2018. [Google Scholar]
- Broadhead, S.; Gregson, M. Practical Wisdom and Democratic Education: Phronesis, Art and Non-Traditional Students; Palgrave Macmillan: London, UK, 2018. [Google Scholar]
- Burke, P.J.; McManus, J. Art for a few: Exclusions and misrecognitions in higher education admissions practices. Discourse Stud. Cult. Politics Educ. 2011, 32, 699–712. [Google Scholar] [CrossRef]
- Colucci-Gray, L.; Das, S.; Gray, D.; Robson, D.; Spratt, J. Evidence-based practice and teacher action-research: A reflection on the nature and direction of ‘change’. Br. Educ. Res. J. 2013, 39, 126–147. [Google Scholar] [CrossRef]
- Gregson, M.; Hillier, Y.; Biesta, G.; Duncan, S.; Nixon, L.; Spedding, T.; Wakeling, P. Reflective Teaching in Further, Adult and Vocational Education, 4th ed.; Bloomsbury Academic: New York, NY, USA, 2015. [Google Scholar]
- Stoll, L.; Bolam, R.; McMahon, A.; Wallace, M.; Thomas, S. Professional learning communities: A review of the literature. J. Educ. Chang. 2006, 7, 221–258. [Google Scholar] [CrossRef]
- Yin, R.K. Case Study Research: Design and Methods, 4th ed.; Sage: Thousand Oaks, CA, USA, 2009. [Google Scholar]
- Shenton, A.K. Strategies for Ensuring Trustworthiness in Qualitative Research Projects. Educ. Inf. 2004, 22, 63–75. [Google Scholar] [CrossRef] [Green Version]
- Lincoln, Y.S.; Guba, E.G. Naturalistic Inquiry; Sage Publications: Newbury Park, CA, USA, 1985. [Google Scholar]
- Bassey, M. Case Study Research in Educational Settings; Open University Press: Buckingham, VA, USA, 1999. [Google Scholar]
- Stenhouse, L. The Case-Study Tradition and How Case Studies Apply to Practice. In Research as a Basis for Teaching: Readings from the Work of Lawrence Stenhouse; Rudduck, J., Hopkins, D., Eds.; Heinemann Educational Publishers: Oxford, UK, 1984; pp. 52–55. [Google Scholar]
- Elliott, J.; Norris, N. Curriculum, Pedagogy and Educational Research: The Work of Lawrence Stenhouse; Routledge: London, UK, 2012. [Google Scholar]
- Chase, S. Narrative inquiry: Multiple lenses, approaches, voices. In The Sage Handbook of Qualitative Research; Denzin, N., Lincoln, Y., Eds.; Sage: Thousand Oaks, CA, USA, 2005; pp. 651–679. [Google Scholar]
- Butler-Kisber, L. Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives; Sage Publications Ltd.: London, UK, 2010. [Google Scholar]
- Clandinin, D.J.; Connelly, F.M. Narrative Inquiry: Experience and Story in Qualitative Research; Jossey Bass: San Francisco, CA, USA, 2004. [Google Scholar]
- Dewey, J. How We Think. A Restatement of the Relation of Reflective Thinking to the Educative Process; D. C. Heath: Boston, MA, USA, 1993. [Google Scholar]
- Clandinin, D.J.; Murphy, M.S.; Huber, J.; Orr, A.M. Negotiating narrative inquiries: Living in a tension-filled midst. J. Educ. Res. 2009, 103, 81–90. [Google Scholar] [CrossRef]
- Nichols, J. Sharing the stage: Ethical dimensions of narrative inquiry in music education. J. Res. Music Educ. 2016, 63, 439–454. [Google Scholar] [CrossRef]
- Crocket, K. Ethics and practices of re-presentation: Witnessing self and other. Couns. Psychother. Res. 2014, 14, 154–161. [Google Scholar] [CrossRef]
- Orr, S. We kind of try to merge our own experience with the objectivity of the criteria: The role of connoisseurship and tacit practice in undergraduate fine art assessment. Art Design Commun. High. Educ. 2010, 9, 5–19. [Google Scholar] [CrossRef]
- Rex, L.A.; Murnen, T.; Hobbs, J.; McEachen, D. Teachers’ pedagogical stories and the shaping of classroom participation: “The Dancer” and “Graveyard Shift at the 7–11”. Am. Educ. Res. J. 2002, 39, 765–796. [Google Scholar] [CrossRef] [Green Version]
- Beijaard, D.; Meijer, P.; Verloop, N. Reconsidering research on teachers’ professional identity. Teach. Teach. Educ. 2004, 20, 107–119. [Google Scholar] [CrossRef] [Green Version]
- Broadhead, S. Five years on: The impact of practitioner research in a small specialist institution. InTuition 2015, 22, 18. [Google Scholar]
© 2020 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Broadhead, S. Mature Students Matter: The Impact of the Research Development Fellowship in Accessing Art and Design Education. Educ. Sci. 2020, 10, 31. https://doi.org/10.3390/educsci10020031
Broadhead S. Mature Students Matter: The Impact of the Research Development Fellowship in Accessing Art and Design Education. Education Sciences. 2020; 10(2):31. https://doi.org/10.3390/educsci10020031
Chicago/Turabian StyleBroadhead, Samantha. 2020. "Mature Students Matter: The Impact of the Research Development Fellowship in Accessing Art and Design Education" Education Sciences 10, no. 2: 31. https://doi.org/10.3390/educsci10020031
APA StyleBroadhead, S. (2020). Mature Students Matter: The Impact of the Research Development Fellowship in Accessing Art and Design Education. Education Sciences, 10(2), 31. https://doi.org/10.3390/educsci10020031