Teacher as the instrument of evaluation: A descriptive case study of connoisseurship and educational criticism's role in project -based learning, technology arts classroom.

摘要

Purpose. The study's purpose was to determine the degree to which connoisseurship and educational criticism exists in student work evaluation; to identify master teachers' methods utilizing verbal feedback; and to determine the degree that project-based learning (PBL) principles serve as a "model of practice" for selected PBL technology arts master teachers in Southern California.;Methodology. Elliot Eisner's Connoisseurship and Educational Criticism was the conceptual framework for this descriptive case study design. The researcher sought to identify and describe the relationship between PBL principles and Eisner's theoretical construct, while assessing student work products, and teaching practices. This research builds on Dr. Laura Rogers' (1999) study, and connoisseurship and educational criticism's instrumental role.;Findings. (a) Moderate-to-great degree range assessed by the experts that connoisseurship and educational criticism exist in the teachers' evaluative methods; (b) researcher's response differed due to triangulation; (c) master teachers' philosophy and beliefs affect emphasis and teaching practice; (d) Connoisseurship and Educational Criticism is generally thought to be a model of practice.;Conclusions. (a) PBL should include partial, teacher-directed instruction. (b) Master teachers' methodology is a process, disseminating technical and aesthetic information. (c) Balance is needed between student-directed learning and teacher-directed instruction. (d) Maximizing student potential requires a philosophy of deep appreciation and individual respect. (e) Mastery learning is embedded in teachers' philosophy and methodology. (f) Teachers' evaluation also relies on assessment by student, peers, groups, and class. (g) The role of the teacher's experience informs teaching practice. (h) A solid foundation induced by master teachers creates knowledgeable and self-directed students. (i) The teacher's primary intent is student preparation for career job placement and cultural/social connections. (j) Creative freedom of expression exists, and identification of student interests and aspirations.;Recommendations. (a) A study should be conducted about the psychology of teacher and student interaction; (b) a detailed study on Csikszentmihalyi's (1990) Flow, to discover conditions that engender student satisfaction, motivation, and cognitive awareness; (c) further study of "new beginnings" and classroom management.