Through a heuristic exploration of the question, qHow is the artistic act of creation similar to the construction of knowledge in the classroom?q the researcher, an artist and educator, generated the construct called qwitnessingq, as a partial theory to explore further by phenomenological methods and comparison to the experiences of others. Witnessing consists of six phases, which may be cyclical or non-sequential. They are: inform, connect, represent, inform/transform, reflect, and plan. Through interviews with seven participants, recruited from inquiry-based writing workshops presented by the researcher in the Houston Independent School District, the researcher explicated the following research questions: Does witnessing occur in the classroom? If so, what does it look like? Following analysis of exemplars and individual portraits of the participants, the researcher generated a composite portrait or theory of the phenomenon and, as a creative synthesis, generated planning tools and materials to assist teachers in planning for further exploration of this process and reflecting on practice. The findings have implications for educational policy, legislation, and program design; and socially relevant applications for the classroom teacher or parent. Further research using a different research design and/or context is suggested to further delineate features of witnessing, examine conditions of non-occurrence, and explore possible applications to the fields of scientific research, engineering, and business.WordReference.com English Dictionary. (2006). Gnosis. Retrieved June 12, 2006 , from http://www.wordreference.com/defmition/gnosis. Wright, M. F. (2004). Weaving a vision of self An arts-based inquiry into teacher development ( Doctoralanbsp;...
|Title||:||Inform/transform: A Study of "witnessing" in the Classroom|
|Author||:||Annette M. LaPrise|
|Publisher||:||ProQuest - 2009|