This musical, arts-based educational research describes the lived experiences of four K-12 New Orleans educators who believe that end-of-year standardized tests hinder their ability to teach in ways they believe are best. Using songwriting as a form of data elicitation and narrative restorying, this study documents the lived experiences of teachers who have experienced test-related cognitive dissonance. While curricular narrowing and other test-related practices have been studied in many contexts, the perspectives of New Orleans teachers are barely documented. Thus, this study fills a content gap in the testing literature. Musically restorying the data contributes to the accountability literature in three main ways. First, restorying the data as song renders the findings evocatively — that is, in ways that capture the emotion with which the data was originally imbued. Second, because this study is performative (the results were sung live in the community), the opportunity exists to ignite a local conversation aimed at helping teachers navigate testing/teaching conundrums. Finally, as music is one of the least utilized forms of art-based research, this study fills a methodological gap in the arts-based research repository.
| Identifer | oai:union.ndltd.org:uno.edu/oai:scholarworks.uno.edu:td-3715 |
| Date | 20 December 2018 |
| Creators | Richter, Desi |
| Publisher | ScholarWorks@UNO |
| Source Sets | University of New Orleans |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of New Orleans Theses and Dissertations |
Page generated in 0.0017 seconds