<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Research on the impact of place-based education (PBE), in which educational experiences are situated in the local environment (Smith, 2002), consistently suggests academic, social, and affective benefits across demographics. Traditionally, professional development supporting PBE has been designed to support large-scale initiatives. In this study, a bottom-up approach for expanding the reach of place-based art education (PBAE) was implemented with teachers (n=11) from a school district in the southeastern United States through two sequential professional development workshops. We examined the extent to which this minimal intervention impacted teachers’ understanding, buy-in, and creation of PBAE curricula. Results suggest that this organic approach, with teachers positioned as agents of change, can build upon pre-existing teacher interest and equip teachers to expand PBAE into their teaching contexts.</p></abstract>

Research on the impact of place-based education (PBE), in which educational experiences are situated in the local environment (Smith, 2002), consistently suggests academic, social, and affective benefits across demographics. Traditionally, professional development supporting PBE has been designed to support large-scale initiatives. In this study, a bottom-up approach for expanding the reach of place-based art education (PBAE) was implemented with teachers (n=11) from a school district in the southeastern United States through two sequential professional development workshops. We examined the extent to which this minimal intervention impacted teachers’ understanding, buy-in, and creation of PBAE curricula. Results suggest that this organic approach, with teachers positioned as agents of change, can build upon pre-existing teacher interest and equip teachers to expand PBAE into their teaching contexts.

Professional Development on a Sustainable Shoestring: Propagating Place-Based Art Education in Fertile Soil

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Research on the impact of place-based education (PBE), in which educational experiences are situated in the local environment (Smith, 2002), consistently...

Professional Development on a Sustainable Shoestring: Propagating Place-Based Art Education in Fertile Soil

Online veröffentlicht: 11. Jan. 2019

Seitenbereich: 5 - 20

DOI: https://doi.org/10.2478/dcse-2018-0011

Schlüsselwörter
professional development, place-based education, art education, minimal intervention, case study

© 2019 Joy Bertling, Kristin Rearden, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Professional Development on a Sustainable Shoestring: Propagating Place-Based Art Education in Fertile Soil

Online veröffentlicht: 11. Jan. 2019

Seitenbereich: 5 - 20

DOI: https://doi.org/10.2478/dcse-2018-0011

Schlüsselwörterprofessional development, place-based education, art education, minimal intervention, case study

© 2019 Joy Bertling, Kristin Rearden, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Schlüsselwörter
professional development, place-based education, art education, minimal intervention, case study