Cross References
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Article Titles
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Ashford, E. (2004). Nclb�s unfunded programs seek refuge. The Education Digest, 40(2), 22-26. |
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Chapman, L.H. (2005). Instant art, instant culture: The unspoken policy for American schools. Reston, VA: National Art Education Association. |
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Davis, J. (2008). Why our schools need the arts. Reston, VA: National Art Education Association. |
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Davis, M.R. (2006) Study: NCLB leads to cuts for some. Education Week, 25(30), 5. |
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Dorn, C.M. (2005). Art education: The development of public policy. Reston, VA: National Art Education Association. |
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Dunn, P. (1987). Promoting school art: A practical approach. Reston, VA: National Art Education Association. |
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Fowler, C. (1996). Strong arts, strong schools: The promising potential and shortsighted disregard of the arts in American schooling. New York. Oxford University Press, Inc. |
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Freedman, K. (2007). Artmaking/troublemaking: Creativity, policy, and leadership in art education. Studies in Art Education, 48(2), 204-217. |
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Galbraith, L. & Grauer, K. (2004). State of the field: Demographics and art teacher education. In E.W. Eisner & M.D. Day (Eds.) Handbook of research and policy in art education. Mahwah, NJ: Lawrence Erlbaum and Assoc. (pp 415-438). |
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Getty Center for Education in the Arts (1985). The place for art in America�s schools. Los Angeles, CA: Getty Center for Education in the Arts. |
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Grigsby, J.E. (2000). Art and ethnics. Reston, VA: National Art Education Association. |
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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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House, J.E., & Tylor, R.T. (2003). Leverage on learning: Test scores, textbooks, & publishers. Phi Delta Kappa, 84(7). 537. |
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McNeil, L. (2000). Contradictions of school reform: Educational costs of standardized testing. NY: Routledge. |
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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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Myford, C.M., & Sims-Gunzenhauser, A. (2004) The evolution of large scale assessment programs in the visual arts. In E.W. Eisner & M.D. Day (Eds.) Handbook of research and policy in art education. Mahwah, NJ: Lawrence Erlbaum and Assoc. (pp 637-666). |
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No Child Left Behind Act of 2001. Pub. 1., No. 107-110 (HR1). www.ed.gov/nclb |
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Persky, H. (2004). The naep arts assessment: Pushing the boundaries of large-scale performance assessment. In E.W. Eisner & M.D. Day (Eds.). Handbook of research and policy in art education. Mahwah, NJ: Lawrence Erlbaum and Assoc. (pp 607-636). |
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Rushlow, B. (Ed.). (2005). The changing roles of arts leadership. Reston, VA: National Art Education Association. |
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Sabol, R., & Zimmerman, E. (1997). Standardized testing and authentic assessment research in art education. S.D. LaPierre & E. Zimmerman (Eds.). Research methods and methodologies for art education. Reston, VA: National Art Education Association. |
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Slavkin, M. & Crespin, L. (2000). Rebuilding arts education in urban schools: Issues and challenges. Arts Education Policy Review, 101(4), 20-24. |
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Smith, R. (1995). Excellence II: The continuing quest in art education. Reston, VA: National Art Education Association. |
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Thompson, C., and G. Hardiman. (1991). The status of art education programs in higher education. Visual Arts Research, 17 (2), 72-80. |
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Zimmerman, E. (1996). NAEA research agenda briefing papers. Reston, VA: National Art Education Association. |
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