Reflective narratives from Late Career Professionals on early visual arts experiences

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Elizabeth Johnston, Ed.D.

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First and Last Name: 
Elizabeth Johnston

History

Member for
5 years 3 weeks
Phone: 
(925) 988-0450
Current and Ongoing Research Interests: 

I am interested in learning more about how the arts open learning potentials.

I am interested in developing better learning opportunities for students in online or CSCL environments.

I am interested in how visual, auditory, and kinesthetic materials might improve learning in general and particularly an online learning experience.

I am interested in learning more about qualitative research, particularly content analysis.

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The CEITR has accepted my research fellowship proposal for 2016-17.  The article was accepted for publication in August, 2017.  I am currently developing a special interest group: The Arts: Teaching and Learning.  A call for research participants will go out during September, 2017.  Several other research projects are nearing completion and will be submitted for publication.  I will present three papers at the AECT conference in Jacksonville, Florida in November, 2017.

Elizabeth Johnston, Ed.D.

 

 

Publications: 
The power of images: Exploring the edges of an alternative paradigm
May the odds be ever with you
Symposium Introduction (to Design)
Appreciative surprise: A strategic approach to generating reflexive responses to meet the challenges of 21st-century corporate citizenship
Appreciative inquiry: Researching greatness
Emancipating Reflexive Voice in Developing Contemporary Graduate Identity: Qualitative Research in Organizations and Management
Making Sense of Differing Experiences of Identity in America
Still Alice
Exploring pedagogical foundations of existing virtual reality (VR) educational applications: A content analysis study
Witnesses to transformation: Family member experiences providing individualized music to their relatives with dementia
Virtual Reality Pedagogy Considerations in Learning Environments
University of Phoenix Courses: 
DOC/733
DOC/734
DOC/721R
DOC/722
DOC/721R
DOC/740R
DOC/736A
DOC/737
DOC/731R
DOC/732R
RES/711
RES/722A
EDD/731
EDD/712
PHL/700R
Professional Bio: 
Elizabeth is the Associate Chair for the Center for Educational and Instructional Research (CEITR) and faculty member at the School for Advanced Studies (SAS) at University of Phoenix. Co-leader of Teaching and Learning with the Arts Research (TLAR) Special Interest Group (SIG) and the Diversity Research Labs (1 and 2). Qualitative researcher interested in online education, technology and the arts. Currently working on Arts based instructional and curricular strategies for working with virtual educational applications and the narratives of artists. The goal is to provide useful new knowledge for a wide audience of educators, policy makers, and researchers. Elizabeth has been teaching in Higher Education for 21 years and at University of Phoenix® for 14 years, including successfully chairing over 40 dissertations. Passionate about education, Elizabeth spent 25 years in K-12 education where she was a teacher, department chair, principal, and central office administrator. At the University of Phoenix, Elizabeth has worked as a member of the Global Council (serving the School of Advanced Studies (SAS) and the Academic Cabinet (serving the entire University). Elizabeth was an editor for the Media Symposium at the Journal of Psychological Issues in Organizational Culture for the years 2015-2016 and a peer reviewer for the Journal of Leadership Studies, Journal of Psychological Issues in Organizational Culture. Elizabeth earned a doctoral degree in Educational Leadership from Loyola, Chicago, and an MA and BA from Michigan State University in Fine Arts and Education. She earned a Type 75 certificate in Leadership (Superintendent's level) from University of Illinois, Champaign-Urbana.
Degrees Completed: 
Doctoral Degree
Educational Leadership
Loyola of Chicago
1994
Masters Degree
Art Education and Special Education
Michigan State University
1982
Bachelors Degree
Double major in Fine Arts and Psychology
Michigan State University
1976
Leadership: Type 75 Leadership Certificate
University of Illinois at Champaign-Urbana, IL
1986
Academic Appointments: 
Senior Research Fellow
School of Advanced Studies: Center for Educational and Instructional Technology Research (CEITR)
Duration: 
Tuesday, September 1, 2015
Honors and Awards: 
Global Council, School of Advanced Studies, University of Phoenix
Subject Matter Expert for ACCESS (incoming doctoral learner course sequence) curriculum development
Academic Cabinet, School of Advanced Studies, University of Phoenix
Research Fellowship in Teaching & Learning, University of Phoenix
Top Ten Dissertation chairs
Research Faculty of the Year
Research Hub: KWB conference
Year Awarded: 
2018
Professional Education: 
Professional Suffix: 
Ed.D.
Primary College or School: 
Members: 
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Constance Raaz, EdD

First and Last Name: 
Constance Raaz

History

Member for
3 years 1 month
Person Type: 
Degrees Completed: 
Academic Appointments: 
Honors and Awards: 
Professional Education: 
Professional Suffix: 
EdD
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James Lane, Ed.D.

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Jim Lane
First and Last Name: 
James Lane

History

Member for
4 years 5 months
Phone: 
(352) 567-7966
Current and Ongoing Research Interests: 

Lane, J. (in progress). A Synthesis of Research Describing the International Development of Professional Ethics Within the Field of Education. Research project sponsored by the University of Phoenix School of Advanced Studies Lane, J. (in progress). The Middle Level Concept and Quest for Social Justice: Struggles Matching, Privilege, Diversity, and Opportunity. Middle Grades Review, (December 2012). American Educational Research Association member affiliated with the following AERA Special Interest Groups: Administration, Organization & Leadership Constructivist Theory, Research, and Practice Leadership for Social Justice Middle Level Education Research Moral Development and Education Narrative Research Qualitative Research

Publications: 
The No Child Left Behind Act of 2001
The Classroom as Metaphor and Window to Democracy
Review of Romances with Schools: A Life of Education, written by John L. Goodlad & edited by Stephen J. Goodlad
Professional Bio: 
Jim Lane Professional Responsibility in Education Research Group Profile For more than 40 Jim Lane has pursued his twin passions as an educator and writer. He has served as a high school English teacher, district language arts supervisor, assistant principal, and principal. He has taught a variety of university courses in language arts, humanities, and education. He serves as UOPx dissertation chair and committee member and teaches DOC 722 and 734. He also serves as senior research fellow in the Center for Educational and Instructional Technology Research and facilitator of the Professional Responsibility in Education Research Group. As a free-lance writer he has written more than 100 articles, topics ranging from technical pieces to profiles of national celebrities. His academic research interests include ethical frameworks, ethical dilemmas, educator codes of ethics, autoethnography, narrative analysis, constructivism, school leadership, school organization, and K-12 curriculum. His summary of the No Child Left Behind Act of 2001 appears in the Encyclopedia of Middle Grades Education, 2nd edition (2016). In production is an individual chapter entitled “Narrative of a White Male Principal: An Apologia” for I Am What I Become: Constructing An Identity as a Lifelong Learner, to be published by Information Age. His academic presentations have focused on ethical dilemmas in school leadership. He is completing an analysis of the teacher codes of ethics of the 50 American states to reflect the ethical guidance that states provide their teachers. He recently completed a book review of John Goodlad’s memoir Romances with Schools, which will appear in the Fall 2017 edition of the Mid-Western Educational Researcher. He is currently conducting a narrative analysis of the experiences of beginning teachers. He has served as a peer reviewer of proposals for the American Educational Research Association Conference and serves as an Editorial Board member and peer reviewer for The Qualitative Report. He will be presenting a discussion entitled “Phenomenology of Practice: The Application of Hermeneutic Phenomenology in a Case Study of Middle School Infrastructure” at The Qualitative Report Conference in January 2018. Above all, he appreciates the opportunity to share his knowledge and skills with students and colleagues, as well as helping CEITR affiliates achieve their research, presentation, and publishing goals.
Degrees Completed: 
Doctoral Degree
Educational Leadership
University of South Florida
2013
Masters Degree
Educational Leadership
University of South Florida
1988
Masters Degree
English
University of South Florida
1981
Bachelors Degree
English-Mass Communications Education
University of South Florida
1974
Academic Appointments: 
Honors and Awards: 
Professional Education: 
Professional Suffix: 
Ed.D.
Primary College or School: 
Type of Project: 

While arts educators have developed descriptive models of the skills developed in visual arts curriculums (Winner, 2013; Eisner, 2017) less is known about the lifelong benefits that might be available only through training in the visual arts. The proposed qualitative study will explore how mid or late life professionals characterize the benefits of early studio arts experiences. A studio art class is one where students engage in a learner centered curriculum, develop individual art projects and may learn a specific set of skills (Winner & Hetland, 2009).

Project Status: 
Project in Development
art education
Hidden Curriculum
innovation
abductive reasoning