School Culture

Cross References

Article Titles

Pre

 Anderson, T. (2002). Real lives: Art teachers and the cultures of school. Portsmouth, NH: Heinemann.

PAE

 Apple, M. (2001). Educating the �right� way: Markets, standards, God, and inequality. New York, NY: Routledge.
  Arts Education Partnership. (2002). Teaching partnerships: Report of a National Forum on Partnerships Improving Teaching of the Arts. Washington, DC: Author.
  Bachar, P., & Glaubman, R. (2006). Policy and practice of art teaching in schools as perceived by educators and artists. Arts Education Policy Review, 108(1), 3-13.
  Balick, D. (1999). Learning from artists: Working with teachers from other disciplines. In D. P. Wolf & D. Balick, (Eds.). Arts works! Interdisciplinary learning powered by the arts (pp. 153-166). Portsmouth, NH: Heinemann.
  Barr, S. R. (2006). How elementary arts specialists collaborate with classroom teachers in interdisciplinary instruction to meet both national fine arts and academic standards. ( Doctoral Dissertation, George Mason University, 2006). Dissertation Abstracts International, 67(3).

Cu

 Blair, L. (2007). Tatoos and teenagers: An art educator's response. Art Education, 60(5)39-44.

Cu

 Briggs, J. (2007). Celebrity, illusion, and middle school culture. Art Education, 60(3)39-44.
  Burton, J., Horowitz, R., & Abeles, H. (1999). Learning in and through the arts: Curriculum implications. In E. B. Fiske (Ed.), Champions of change: The impact of the arts on learning (pp. 35-46). Washington, DC: The Arts Education Partnership.

Cu In

 Burton, J.M. (2004). The practice of teaching in k-12 schools: Devices and desires. E.W. Eisner & M..D. Day (Eds.). Handbook of research and policy in art education (pp 553-578). Mahwah, NJ: Lawrence Erlbaum.

CC

 Burton, J.M., Horowitz, R., & Abeles, H. (2000). Learning in and through the arts: The question of transfer. Studies in Art Education, 41(3), 228-327.

PAE

 Check, E. (2000). Caught between control and creativity: Boredom strikes the art room. In D. Fehr, K. Fehr, & K. Keifer-Boyd (Eds.), Real-world readings in art education: Things your professor never told you (pp. 137-147). New York: Falmer.

TA

 Check, E. (2002). In the trenches. In Y. Gaudelius & P. Speirs (Eds.). Contemporary issues in art education (pp. 51-61). Upper Saddle River, NJ: Prentice Hall.
  Cohen-Evron, N. (2002). Why do good art teachers find it hard to stay in the public school system? Studies in Art Education, 44(1), 79-94.
 

Cohen-Evron, N. (2005). Students living within violent conflict: Should art educators "play it safe" or face "difficult knowledge"? Studies in Art Education, 46(4), 309-322.

In RP

 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.

Pre

 Delacruz, E. M. (2000). Making a difference. In D. Fehr, K. Fehr, & K. Kiefer-Boyd (Eds.), Real-world readings in art education: Things your professor never told you (pp. 11-21). NY: Falmer.
  Deniston-Trochta (2000). Unmasking ordinary experience art. In D. Fehr, K. Fehr, & K. Keifer-Boyd (Eds.), Real-world readings in art education: Things your professor never told you (pp. 47-55). NY: Falmer.

Cu

 Erickson, M. (2004). Interaction of teachers and curriculum. In E.W. Eisner & M.D Day (Eds.) Handbook of research and policy in art education. Mahwah, NJ: Lawrence Erlbaum and Associates. (pp.467-486).

PAE

 Fehr, D. (1997). Clutching the lectern, or shouting from the back of the hall? A comparison of modern and postmodern arts educational policy. Retrieved March 17, 2003, from http://www2.tltc.ttu.edu/fehr/Publications/art/_ed/clutching.htm

Pre

 Fehr, D., Fehr, K., & Keifer-Boyd, K. (2000). Real-world readings in art education: Things your professor never told you. NY: Falmer.
  Galbraith, L. (2002). Classroom life after terrorism: Where do we go from here? Journal of Cultural Research in Art Education, 19-20, 53-57.

Po Pre QR

 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).
  Giroux, H., & Simon, R. (1992). Schooling, popular culture and a pedagogy of possibility. In K. Weiler & C. Mitchell (Eds.), What schools can do: Critical pedagogy and practice (pp. 217-237). Albany, NY: State University of New York Press.

In

 Hart, W.I. (1998). Interdisciplinary team teaching: Helping art lead educational reform. NASSP Bulletin, 82(597), 25-9.
  Hefferen, J. (2005). Professional development: Building a faculty of reflective practioners. In B. Rich (Ed.), Partnering arts education: A working model from ArtsConnection (pp. 22-26). New York: Dana Press.

RP

 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).

In

 Strand, K. (2006). The heart and the journey: Case studies of collaboration for the arts integrated curricula. Art Education Policy Review, 108(1),24-40.

RP

 Wenger, E. (1998). Communities of practice. Cambridge, UK: Cambridge University Press.