Cross References
|
Article Titles
|
|
|
Andrews, B.H. (2005). Art, reflection, and creativity in the classroom: The student-driven art course. Art Education, 58(4), 35-40. |
|
|
Atkinson, D. (1998). The production of the pupil as a subject within the art curriculum. Journal of Curriculum Studies, 30(1), 27-42.
|
|
|
Barakett, J., & Sacca, E. (2002). Narratives empowering teachers and students: Educational and cultural practice. In Y. Gaudelius & P. Speirs (Eds.), Contemporary issues in art education (pp. 39-51). Upper Saddle River, NJ: Prentice Hall.
|
|
|
Bullock, A.L., & Galbraith, L. (1992). Images of art teaching: Comparing the beliefs and practices of two secondary art teachers. Studies in Art Education, 43(2), 86-97.
|
| |
Campbell, L.H. (2005) Spiritual reflective practice in preservice art education. Studies in Art Education, 47(1), 51-69.
|
| |
Carroll, K., & Tucker, J. (Eds.). (2007). Better practice in visual arts education: Building effective teaching through educational research. Reston, VA: National Art Education Association.
|
|
|
Craig, C.J. (2006). Why is dissemination do difficult? The nature of teacher knowledge and the spread of curriculum reform. American Educational Research Journal, 43(2), 257-293.
|
|
|
Duncum, P. (2006). Visual culture in the art class: Case studies. Reston, VA: National Art Education Association.
|
|
|
Feldman, E. (1994). Teaching art and so on. Reston, VA: National Art Education Association.
|
| |
Fitzner, D., & Rugh, M. (Eds.). (1998). Crossroads: The challenge for lifelong learning. Reston, VA: National Art Education Association.
|
|
|
Gee, J. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy, 44(8), p. 714-725.
|
|
|
Grigsby, J.E. (2000). Art and ethnics. Reston, VA: National Art Education Association.
|
| |
Hall, T. & Smith, M. (2006). Teacher planning, instruction, and reflection: What we know about teacher cognitive processes. Quest, 58(4), 434-442.
|
|
|
Hoffa, H. (1994). Revisitations: Ten little pieces on art education. Reston, VA: National Art Education Association.
|
| |
Knight, W.B., Keifer-Boyd, K., & Amburgy, P.M. (2004). Revealing power: A visual culture orientation to student-teacher relationships. Studies in Art Education, 45(3), 270-274. |
|
|
Lanier, V. (1991). The world of art education. Reston, VA: National Art Education Association.
|
|
|
Lankford, E.L. (2002). Nurturing humaneness through art education. Journal of Cultural Research in Art Education, 19-20, 47-57. |
| |
Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher, Reflective Practice, 1(3), 293-307.
|
|
|
Lind, V.R. (2007). High quality professional development: An investigation of the supports for and barriers to professional development in the arts. International Journal of Education & the Arts, 8(2).
|
|
|
McFee, J.K. (1998). Cultural diversity and the structure and practice of art education. Reston, VA: National Art Education Association.
|
| |
Mueller, A. (2003). Looking back and looking forward: Always becoming a teacher educator through self-study. Reflective Practice, 4(1), 67-84.
|
| |
Pedro, J.Y. (2005). Reflection in teacher education: Exploring pre-service teachers' meanings of reflective practice. Reflective Practice, 6(1), 49-66.
|
| |
Russell, T. (2005). Can reflective practice be taught? Reflective Practice, 6(2), 199-204.
|
| |
Schoonmaker, F. (2002). "Growing up" teaching from personal knowledge to professional practice. New York: Teachers College Press.
|
|
|
Smith, R. (2005). Culture and the arts in education: Critical essays on shaping human experience. Reston, VA: National Art Education Association.
|
| |
Suominen, A. (2005). Stranger within. In j. jagodzinski & B. Wightman (Eds.), The Journal of Social Theory in Art Education: The Paradoxes of Un(becoming). No. 25, 15-45.
|
| |
Susi, F. D. (1997). Developing reflective teaching techniques with preservice art teachers. In L. Galbraith (Ed.), Preservice art education: Issues and practice (pp. 107-119). Reston, VA: National Art Education Association.
|
| |
Thornton, A. (May 2005). The artist teacher as reflective practitioner. international Journal of Art + Design Education 24(2), 166-174. |
|
|
Unrath, K. & Nordlund, C. (2006). Teacher art as a reflective craft. Translations: From Theory to Practice. Reston, VA: National Art Education Association. |
|
|
Walling, D. (2000). Rethinking how art is taught: A critical convergence. Thousand Oaks, CA: Corwin.
|
|
|
Wenger, E. (1998). Communities of practice. Cambridge, UK: Cambridge University Press.
|
|
|
White, J.H. (2004). 20th-century art education: A historical perspective. In E. Eisner & M. Day (Eds.), The handbook of research and policy in art education (pp. 55-87). Mahwah, NJ: Lawrence Erlbaum Associates.
|
| |
Zurmuehlen, M. (1991, November). Stories that fill the center. Art Education, 44(6), 6-11.
|
Reflective Practioners