Cross References
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Article Titles
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Bickley-Green, C.A. (1995). Math and art curriculum integration: A post-modern foundation. Studies in Art Education, 37(1), 6-18. |
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Brewer, T. (2002). Integrated curriculum: What benefit? Arts Education Policy Review 103(4), 31-36. |
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Burger, K., & Winner, E. (2000). Instruction in Visual Art: Can it help children learn to read? Journal of Aesthetic Education, 34(3-4), 277-293.
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Daniel, V. A. H., Stuhl, P. L., & Ballengee-Morris, C. (2006). Suggestions for integrating the arts into curriculum. Art Education, 59(1), 6-11.
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Davis, M. (1999). Design�s inherent interdisciplinarity: The arts in integrated curricula. Arts Education Policy Review, 101(1), 8-13.
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Duncum, P. (2005). Popular culture and ten kinds of integration. In M. Stokrocki (Ed.), Interdisciplinary art education: Building bridges to connect disciplines and cultures. (pp. 107-120). Reston, VA: The National Art Education Association.
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Efland, A. D. (1993). Teaching and learning the arts. Arts Education Policy Review, 94(5), 26-30.
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Efland, A. D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York, NY: Teachers College Press.
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Eisner, E. (2002). Arts and the creation of mind. New Haven, CT: Yale University Press.
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Eisner, E. W. (1998). Does experience in the arts boost academic achievement? Art Education, 51(1), 7-15.
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Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
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Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
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Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
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Gee, C.B. (2003). Uncritical pronouncements build critical links for federal arts bureaucracy. Arts Education Policy Review, (104)3, 17-19.
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Hamblen, K.A. (1997). Theories and research that support art instruction for instrumental outcomes. Arts Education Policy Review, 27-33.
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Hetland, L., & Winner, E. (2004). Cognitive transfer from arts education to nonarts outcomes: Research evidence and policy implications. In E.W. Eisner & M.D. Day (Eds.), Handbook of research and policy in art education (pp. 135-161). Mahwah, NJ: Lawrence Erlbaum.
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Hope, S. (2004). Art education in world of cross-purposes. In E. Eisner & M. Day (Eds.), The handbook of research and policy in art education (pp. 93-115). Mahwah, NJ: Lawrence Erlbaum Associates.
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Hull, D.F. (2003). A Q methodological study describing the beliefs of teachers about arts integrated in the curriculum in Oklahoma K-12 schools. (Doctoral Dissertation, Oklahoma State University, 2004). Dissertation Abstracts International, 64(9), 3166.
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Humphries Mardirosian, G. (2002). A case study of professional development model linking arts-based teaching practices to classroom instruction. (Doctoral Dissertation, The American University, 2004). Dissertation Abstracts International, 64(11), 4013.
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Hurwitz, A. (1993). Collaboration in art education. Reston, VA: National Art Education Association.
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Jacobs, H.H. (1998). The teacher as designer: Integrating the curriculum. ECIS International Schools Journal, 18(1), 22-33.
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Jeffers, C.S. (2005). Transformative connections: Linking service-learning and pre-service art education. In M. C. Powel & V. M. Speiser (Eds.). The arts, education, and social change: Little signs of hope (pp. 149-158). New York: Peter Lang.
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Krug, D., & Cohen-Evron, N. (2000). Curriculum integration positions and practices in art education. Studies in Art Education, 41(3), 258-275. |
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Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: The University of Chicago Press.
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Marshall, J. (2005). Connecting art, learning, and creativity: A case for curriculum integration. Studies in Art Education, 46(3), 227-241. |
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McCammon, L.A., & Betts, D. (1999). Helping kids to imaginate: The story of drama education in one elementary school.
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Mishook, J.J., & Kornhaber, M.L. (2006). Arts integration in an era of accountability. Arts Education Policy Review. 107(4) 3-12.
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Parsons, M. (2004). Art and integrated curriculum. In E. Eisner & M. Day (Eds.). Handbook of research and policy in art education (pp. 775-795). Mahwah, NJ: Lawrence Erlbaum Associates.
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Pinker, S. (1997). How the mind works. New York: W.W. Norton, Co.
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Rich, B. (Ed.). (2005). Partnering arts education: A working model from ArtsConnection. New York: Dana Press.
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Solso, R. L. (1994). Cognition and the visual arts. Cambridge, MA: The MIT Press.
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Solso, R.L. (2003). The psychology of art and the conscious brain. Cambridge, MA: The MIT Press.
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Stokrocki, M. (2005). Models of integration in elementary and secondary schools: A short history. M. Stokrocki (Ed.), Interdisciplinary art education: Building bridges to connect disciplines and cultures. (pp. 6-16). Reston, VA: The National Art Education Association.
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Stokrocki, M. (Ed). (2005). Interdisciplinary art education: Building bridges to connect disciplines and cultures. Reston, VA: The National Art Education Association.
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Vesta, D., Stuhr, P.L., & Ballengee-Morris, C. (2006). Suggestions for integrating the arts into curriculum. Art Education, 59(1), 6-12.
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Walling, D. R. (2005). Visual knowing: Connecting art and ideas across the curriculum. Thousand Oaks, CA: Corwin Press.
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Walling, D. R. (2006). Brainstorming themes that connect art and ideas across the curriculum. Art Education, 59(1), 18-23.
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Winner, E., & Cooper, M. (2000). Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement. Journal of Aesthetic Education, 34(3/4), 11-75.
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Winner, E., & Hetland, L. (2000). The arts and academic achievement: What the evidence shows. Journal of Aesthetic Education, 34(3-4).
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Yenawine, P. (2005). Thoughts on visual literacy. In J. Flood, S. B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 485-846). Mahwah, NJ: Lawrence Erlbaum.
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Zwirn, S.G. & Graham, M. (2005). Crossing boarders: The arts engage academics and inspire children. Childhood Education. 81(51) 267-273.
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Integration