Describes some of the primary features of educational criticism, an arts-based approach to qualitative inquiry. Examines the aims of this approach and discusses four dimensions of educational criticism: descriptive, interpretative, normative, and thematic. Addresses questions of rigor and identifies three criteria (consensual validation,…

Responds to points raised in five articles which responded to an article by these authors (Flinders and Eisner) in the same issue of this journal about educational criticism as a form of qualitative inquiry. (SR)

Graduate programs for preparing curriculum scholars must address: the intellectual and social history of American education; major curriculum theories and concepts; curriculum and classroom analysis techniques; research skills; and ways to maintain an open mind. (CB)

This analysis describes some of the general features of art and goes on to look at what the artistic treatment of research entails. Artistically crafted research that includes coherence, imagery, and particularity can help to explain what is important about schools. Further, the education of teachers should be regarded as the education of artists.…

Articulates a fundamental rationale for the practice of qualitative research in music education. Argues that knowledge and experience are by definition subjective and constructed, thereby validating research methodologies that incorporate and acknowledge these realities. Identifies eight "processes" that offer productive research opportunities.…