EDUCATION 830: PAIRED PRESENTATION

PRINCIPLES TO EVALUATE IMAGINATIVE EDUCATION

Goal: Our Job: Articulate principles for the Demonstrate what the article brings to our growing understanding of evaluation of evaluation of IE educational programs? Contributions the article makes to our understanding of how best to evaluate IE? Consider the strengths and weaknesses of the article

10 DIMENSIONS IN WHICH SCIENTIFIC AND ARTISTIC RESEARCH DIFFER

POINTS FROM THE ARTICLE

SCIENTIFIC
employs formal statements which express either empirically referenced quantitative relationships or communicate through discursive propositions (p.5) Statements made with formal language (literal) with little or no room for the poetic or the metaphorical Example in the reading: language is used to operationalize, accurately record & codify

ARTISTIC
- They place a premium on the idiosyncratic use of form visual and auditory form as well as discursive to convey the non-literal as well the ways of meaning the investigator wishes to express. (p. 6) Seek to create an evocative form whose meaning is embodied in the shape of what is expressed., not a code One flew over the cuckoos nest as an example of visual, musical & verbal forms Has no comparable codifications

ARTICULATION OF PRINCIPLES TO EVALUATE IE A successful IE program

1. The forms of representation employed

invites for many ways of representing/demonstrate student knowledge is mindful of the students contexts. allows for student autonomy in the representation of their learning without sacrificing the content/scientific concepts the program and educators of the program must provide relevant metaphors for the concepts they are teaching must produce students who have insights into human & inhumane relationships

Source:
On the Differences between Scientific and Artistic Approaches to Qualitative Research Author(s): Elliot W. Eisner. Source: Educational Researcher, Vol. 10, No. 4 (Apr., 1981), pp. 5-9 Published by: American Educational Research Association

POINTS FROM THE ARTICLE

SCIENTIFIC
Scientific research ask whether or not the conclusions are supported by the evidence and whether the methods that were used to collect the evidence did not bias the conclusions. (p. 6) Always concerned with questions of validity To be valid, a number of criteria must be applied to it (ex. Sampling procedures, instrument reliability)

ARTISTIC
Its validity, if that is the appropriate term, is to be determined by our view of its credibility, and not by reducing his work to some average by using only that portion that it shares with the views of others. Validity in the arts is the product of the persuasiveness of a personal vision; its utility is determined by the ex-tent to which it informs. There is no test of statistical significance, no measure of construct validity in artistically- rendered research. p.6 No formalized set of procedures to measure writer reliability just the view of the writer. Validity is determined through the persuasiveness of a personal vision. It illuminates and seeks penetration Proof is in the manner in which it shapes our conception of the world or some aspect of it.

ARTICULATION OF PRINCIPLES TO EVALUATE IE A successful IE program uses criteria that. Aligned with scientific concepts and methods but is not bound by them Cannot be precisely replicated because the expression is embodied (personified) in the voice of the learner. Criteria is intuitive Criteria is malleable Not something that can be applied institution-wide but must be credible

2. The criteria for appraisal

Source:
On the Differences between Scientific and Artistic Approaches to Qualitative Research Author(s): Elliot W. Eisner. Source: Educational Researcher, Vol. 10, No. 4 (Apr., 1981), pp. 5-9 Published by: American Educational Research Association

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POINTS FROM THE ARTICLE

SCIENTIFIC
Tend to focus on the manifest behavior of the individual or group studied to a greater degree than artistic approaches p. 6 Behavior is observed, counted, once counted they can be treated

ARTISTIC
Artistic approaches to research focus less on behavior than on the experience the individuals are having and the meaning their actions have for others. P. 6 the meanings and experiences of the people who function in the cultural web one studies p. 6 Inferences are made from observables to what is not observable Manifest behavior is used as a springboard to get someplace else. Indwell to imaginatively participate in the experience of another

ARTICULATION OF PRINCIPLES TO EVALUATE IE A successful IE program Knows their web or context/ Community is fully integrated into the community. The IE program is not separate but part of the web Takes into account the Culturalhistorical characteristics of the community of the students Contains a narrative piece (student voices) to accompany the end product of students learning

3. Points of focus

I take culture to be those webs, and the analysis of it to be therefore not an experimental science in search of law but an interpretive one in search of meaning.

- Inferences are referred to as high and low which impact the conclusions made

Source:
On the Differences between Scientific and Artistic Approaches to Qualitative Research Author(s): Elliot W. Eisner. Source: Educational Researcher, Vol. 10, No. 4 (Apr., 1981), pp. 5-9 Published by: American Educational Research Association

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POINTS FROM THE ARTICLE

SCIENTIFIC
The methodology required for generalizing from a set of specific findings to a universe is well defined Selection of a sample must be random Parameters of the universe must be clearly articulated Moving towards making generalizations Very statistical in nature Outlyers (individual scores that do not conform to the sample or distribution of the population are often disregarded as they are considered part of the error of variance Moves from the particular to the general and only interested in the particulars insofar as they represent the general

ARTISTIC
Contains no comparable mechanism for generalization But generalization is possible Try to locate the general in the particular

ARTICULATION OF PRINCIPLES TO EVALUATE IE A successful IE program Brings experiences to light, not discarding any single experience Makes learning vivid, providing insight to a particular subject area. It illuminates beyond the curricular content. Doesnt make generalizations based on students marks Inclusive of all learners and equally contributes to the comprehensive performance of the group or class Values each students contribution

4. The nature of generalization

Generalization is possible because of the belief that the general re-sides in the particular and because what one learns from a particular one applies to other situations subsequently encountered p.7 They attempt to shed light on what is unique in time and space while at the same time conveying insights that exceed the limits of the situation in which they emerge. P.7 The artistically oriented re-searcher is interested in making the particular vivid so that its qualities can be experienced and because he believes that the particular has a contribution to make to the comprehension of what is general. P.7

Source:
On the Differences between Scientific and Artistic Approaches to Qualitative Research Author(s): Elliot W. Eisner. Source: Educational Researcher, Vol. 10, No. 4 (Apr., 1981), pp. 5-9 Published by: American Educational Research Association

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POINTS FROM THE ARTICLE

SCIENTIFIC
Manner in which data is presented is interchangeable (numbers or a chart)

ARTISTIC
Standardization of form is counterproductive

ARTICULATION OF PRINCIPLES TO EVALUATE IE A Successful IE program uses Does not have a standardized format for expressing the year plan but must provide some proof of cognitive tools Evaluators must check their presuppositions of what a planning framework should look like Rich description and allows for the I in interpretation of findings

5. The role of form

When style is examined for publication in a journal it becomes apparent that that the standardization of style is considered a virtue p. 7 One is supposed to identify the problem, review the literature, describe the instruments and population, report the treatment, present and discuss the results p. 7 The investigators personality must be neutralized through use of 3rd person singular The people of the study are subjects: uniqueness is disregarded

What artistic approaches seek is to exploit the power of form to inform. P. 7 Belief that form and content interact The potential of form is not regarded as a liability but as an essential vehicle constituting a significant part of the content of the communication

The potential of form is not regarded as a liability but as an essential vehicle constituting a significant part of the content of the communication. In short, form is regarded as a part of the content of what is expressed and bears significantly on the kinds of meanings people are likely to secure from the work. p. 7

Who discovered what first matters a great deal p. 7

Source:
On the Differences between Scientific and Artistic Approaches to Qualitative Research Author(s): Elliot W. Eisner. Source: Educational Researcher, Vol. 10, No. 4 (Apr., 1981), pp. 5-9 Published by: American Educational Research Association

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POINTS FROM THE ARTICLE

SCIENTIFIC
Assumptions with this kind of approach include that the information is fact and the data collected is seen as objective Distortion can occur in the scientific in that it can leave out data

ARTISTIC
Assumptions with this kind of approach include that the information is fiction & data is subjective We expect the artist to take liberties in order to drive home the point he or she wishes to make. These libertieswhat we refer to as artistic license-are not intended to distract from artistic validity but to render more incisively and more persuasively what has been learned. p. 8 Artistically oriented research acknowledges what already exists and instead of presenting a facade of objectivity, exploits the potential of selectivity and emphasis to say what needs saying as the investigator sees it. P. 8 faction, the marriage of fact and fiction.

ARTICULATION OF PRINCIPLES TO EVALUATE IE A successful IE program would expect some inventiveness and personal interpretation in the content hand over a great deal of license to the teacher-connoisseur because we expect the artist to take liberties with the in order to drive home the point he/she intends to make (p.8)

6. Degree of license allowed

Source:
On the Differences between Scientific and Artistic Approaches to Qualitative Research Author(s): Elliot W. Eisner. Source: Educational Researcher, Vol. 10, No. 4 (Apr., 1981), pp. 5-9 Published by: American Educational Research Association

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POINTS FROM THE ARTICLE

SCIENTIFIC
Scientifically oriented re-search aims at the production of ideas that will enable us to anticipate the future, if not to control it. P. 8 ex. Physics for example, makes both prediction and control possible and astronomy does lead to control but they do make accurate predictions possible Scientific oriented research seeks an algorithm

ARTISTIC
Most social science fields neither control nor success-fully predict, they explicate. Archaeology and psychoanalysis p. 8 Produce naturalistic observations

ARTICULATION OF PRINCIPLES TO EVALUATE IE A successful IE program emphasizes hermeneutics (should invite interpretations) And is much more heuristic, using experience-based techniques for problem solving, learning, and discovery in the classroom Students should be able to take what has been learned and put if forward in any given situation (heuristic component)

7. Interest in prediction and control

artistically oriented research does not aim to control or to produce formal predictive statements. It is after explication. It is closer in character to a hermeneutic activity than a technological one. P. 8 Leads to ineffable forms of understanding expressed through the figurative or non-discursive character of the artistic image. Seeks to increase understanding Artistically oriented research seeks out the heuristic

Source:
On the Differences between Scientific and Artistic Approaches to Qualitative Research Author(s): Elliot W. Eisner. Source: Educational Researcher, Vol. 10, No. 4 (Apr., 1981), pp. 5-9 Published by: American Educational Research Association

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POINTS FROM THE ARTICLE

SCIENTIFIC
Standardized test instruments or interviews and observation schedules The ideal of the hermetically sealed test Tests administered according to a standardized procedure and whose ticks are optically recorded and computer scored and then mailed with standardized interpretations to anxious students. far from the ideal in artistic research What is learned through this method of data collection is shared in a non-standardized way Reporting is guided by considerations of how the message is to be interpreted by those who receive it Each report is a custom job

ARTISTIC
Major instrument the investigator himself. Formal instruments may be employed to collect data, however the major source of data emanates from how the investigator experiences what it is he/she attends to Things that might be significant might not find a place on a formal schedule, as one might not know in advance what is significant. The meaning of an incident within a social situation might only be revealed by putting it in its historical context. The expressive character of action and speech their muted messages often so subtle that only a perceptive eye and an informed mind are likely to recognize their significance.

ARTICULATION OF PRINCIPLES TO EVALUATE IE Note to investigator: The investigator may come in with a preconceived form for which to investigate an IE school but they should use their standardized tools with a degree of caution because it may be too limiting to what they might actually see The investigators lens must be more open-ended and flexible of that tool in the manner in which it is applied the data that the evaluator records allows for quantitative but should be more heavily focused on the qualitative/narrative of the overall program. The report should be a custom job not a template.

8. The sources of data

Source:
On the Differences between Scientific and Artistic Approaches to Qualitative Research Author(s): Elliot W. Eisner. Source: Educational Researcher, Vol. 10, No. 4 (Apr., 1981), pp. 5-9 Published by: American Educational Research Association

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POINTS FROM THE ARTICLE

SCIENTIFIC
Emotional neutrality is what is sought in social science

ARTISTIC
the role that emotion plays in knowing is central

ARTICULATION OF PRINCIPLES TO EVALUATE IE A successful IE program embodies the whole human experience and is multidimensional encourages social participation creates numerous opportunities and accepts various forms of participation Investigators must be sensitive to the essence of the IE program

9. The basis of knowing

Formal propositions constitute the artistically oriented investigator recognizes that knowing is not simply knowledge a unidimensional phenomena, but takes on a variety of forms p. 9 gives others what they need to have in order to understand p. 9 It rejects the view that affect and ex. Knowing how many kids cognition are independent spheres of dropped out, you need the human experience. P. 9 numbers not the number of sonnets. to knows a rose by its Latin name and yet to misses its fragrance is to miss much of the roses meaning What art seeks is not the discovery of the laws of nature about which true statements or explanations can be given, but rather the creation of images that people will find meaningful and from which their fallible and tentative views of the world can be altered, rejected, or made more se-cure. Truth implies singularity and monopoly. P. 9

10. Ultimate aims

Historically, traditional aims of science is the discovery of truth. P. 9 Science aims at making true statement about the world

A successful IE program Should be concerned with the creation of meaning (not in an absolute or singular form) Should seek to uncover relevancy and coherence Should acknowledge the relativism and diversity of all those truths

Source:
On the Differences between Scientific and Artistic Approaches to Qualitative Research Author(s): Elliot W. Eisner. Source: Educational Researcher, Vol. 10, No. 4 (Apr., 1981), pp. 5-9 Published by: American Educational Research Association

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