Bibliography
Adams, J. (2002). Art in social movements: Shantytown women's protest in pinochet's chile. Sociological Forum, 17(1), pp. 21-56. Retrieved from http://www.jstor.org/stable/685086
Asch, R. L. (1974). A critical look at textbooks for consistency between theory and practice. Studies in Art Education, 16(1), pp. 31-37. Retrieved from http://www.jstor.org/stable/1320084
Barrett, T. (2000). About art interpretation for art education. Studies in Art Education, 42(1), pp. 5-19. Retrieved from http://www.jstor.org/stable/1320749
Belluigi, D. Z. (2011). Intentionality in a creative art curriculum. Journal of Aesthetic Education, 45(1), pp. 18-36. Retrieved from http://www.jstor.org/stable/10.5406/jaesteduc.45.1.0018
Bodenhamer, V. S. (1997). Three perspectives on teachers as researchers: A triple dose of reality. Art Education, 50(5, Teacher as Researcher), pp. 63-68. Retrieved from http://www.jstor.org/stable/3193663
Bogdan, R. (1973). Participant observation. Peabody Journal of Education, 50(4), pp. 302-308. Retrieved from http://www.jstor.org/stable/1492424
Bolin, P. E. (1996). We are what we ask. Art Education, 49(5, Essential Questions), pp. 6-10. Retrieved from http://www.jstor.org/stable/3193607
Bresler, L. (1996). Ethical issues in the conduct and communication of ethnographic classroom research. Studies in Art Education, 37(3), pp. 133-144. Retrieved from http://www.jstor.org/stable/1320707
Bullock, A. L., & Galbraith, L. (1992). Images of art teaching: Comparing the beliefs and practices of two secondary art teachers. Studies in Art Education, 33(2), pp. 86-97. Retrieved from http://www.jstor.org/stable/1320357
Carrier, D. (1998). [Untitled]. Journal of Aesthetic Education, 32(1, Special Issue: Essays in Honor of Eugene F. Kaelin), pp. 99-101. Retrieved from http://www.jstor.org/stable/3333217
Chalmers, F. G. (2005). [Untitled]. Studies in Art Education, 47(1), pp. 83-86. Retrieved from http://www.jstor.org/stable/25475774
Chapman, L. H. (1985). Curriculum development as process and product. Studies in Art Education, 26(4), pp. 206-211. Retrieved from http://www.jstor.org/stable/1320843
Clark, G. A. (1984). Beyond the penn state seminar: A critique of curricula. Studies in Art Education, 25(4), pp. 226-231. Retrieved from http://www.jstor.org/stable/1320416
Clark, G., & Zimmerman, E. (1983). Towards establishing first class, unimpeachable art curricula prior to implementation. Studies in Art Education, 24(2), pp. 77-85. Retrieved from http://www.jstor.org/stable/1319563
Clark, R. (1998). Doors and mirrors in art education: Constructing the postmodernist classroom. Art Education, 51(6, Reflecting Postmodernism), pp. 6-11. Retrieved from http://www.jstor.org/stable/3193746
Colin, S. (2000). Re-write or be written out: moving a textbook through changing paradigms. IARTEM e-Journal, 4(1), 74-99. Retrieved from http://biriwa.com/iartem/ejournal/volume4.1/papers/Stewart_paper_IARTEM_eJournal_Vol4_No1.pdf
Davenport, M. (2003). Using simulations to ground intercultural inquiry in the art classroom. Art Education, 56(5), pp. 13-18. Retrieved from http://www.jstor.org/stable/3194038
Degge, R. M. (1982). The classroom art teacher as inquirer. Studies in Art Education, 24(1), pp. 25-32. Retrieved from http://www.jstor.org/stable/1319800
Duncum, P. (1999). A case for an art education of everyday aesthetic experiences. Studies in Art Education, 40(4), pp. 295-311. Retrieved from http://www.jstor.org/stable/1320551
Duncum, P. (2001). Visual culture: Developments, definitions, and directions for art education. Studies in Art Education, 42(2), pp. 101-112. Retrieved from http://www.jstor.org/stable/1321027
Efland, A. D. (1995). The spiral and the lattice: Changes in cognitive learning theory with implications for art education. Studies in Art Education, 36(3), pp. 134-153. Retrieved from http://www.jstor.org/stable/1320905
Eisner, E. W. (1984). Alternative approaches to curriculum development in art education. Studies in Art Education, 25(4), pp. 259-264. Retrieved from http://www.jstor.org/stable/1320421
Eisner, E. W. (1991). What the arts taught me about education. Art Education, 44(5), pp. 10-19. Retrieved from http://www.jstor.org/stable/3193290
Eglinton, K. A. (2008). Using participatory visual ethnography to explore young people’s use of visual material culture in place and space. In R. Hickman, (Ed.). Research in art and design education (pp. 51-66). Chicago: Intellect Books.
Freedman, K. (1991). [Untitled]. Studies in Art Education, 33(1), pp. 59-62. Retrieved from http://www.jstor.org/stable/1320578
Freedman, K. (1991). Possibilities of interactive computer graphics for art instruction: A summary of research. Art Education, 44(3), pp. 41-47. Retrieved from http://www.jstor.org/stable/3193254
Freedman, K. (1991). A question of ideology. Studies in Art Education, 32(3), pp. 188-189. Retrieved from http://www.jstor.org/stable/1320689
Freedman, K. (1994). Guest editorial: About this issue: The social reconstruction of art education. Studies in Art Education, 35(3), pp. 131-134. Retrieved from http://www.jstor.org/stable/1320214
Freedman, K. (1994). Interpreting gender and visual culture in art classrooms. Studies in Art Education, 35(3), pp. 157-170. Retrieved from http://www.jstor.org/stable/1320217
Freedman, K. (1994). Interpreting gender and visual culture in art classrooms. Studies in Art Education, 35(3), pp. 157-170. Retrieved from http://www.jstor.org/stable/1320217
Freedman, K. (1997). Critiquing the media: Art knowledge inside and outside of school. Art Education, 50(4, Literacy, Media, and Meaning), pp. 46-51. Retrieved from http://www.jstor.org/stable/3193653
Freedman, K. (1997). Visual Art/Virtual art: Teaching technology for meaning. Art Education, 50(4, Literacy, Media, and Meaning), pp. 6-12. Retrieved from http://www.jstor.org/stable/3193647
Freedman, K. (2000). Social perspectives on art education in the U. S.: Teaching visual culture in a democracy. Studies in Art Education, 41(4), pp. 314-329. Retrieved from http://www.jstor.org/stable/1320676
Freedman, K. (2003). Editorial: Becoming a researcher in art education: Establishing research goals. Studies in Art Education, 45(1), pp. 3-4. Retrieved from http://www.jstor.org/stable/1321104
Freedman, K. (2003). The importance of student artistic production to teaching visual culture. Art Education, 56(2, Why Not Visual Culture?), pp. 38-43. Retrieved from http://www.jstor.org/stable/3194020
Freedman, K. (2004). Editorial: Becoming a researcher in art education: Constructing theory based on research. Studies in Art Education, 45(4), pp. 283-284. Retrieved from http://www.jstor.org/stable/1321064
Freedman, K. (2004). Editorial: Becoming a researcher in art education: Constructing theory based on research. Studies in Art Education, 45(4), pp. 283-284. Retrieved from http://www.jstor.org/stable/1321064
Freedman, K. (2004). Editorial: Becoming a researcher in art education: Developing research skills. Studies in Art Education, 45(3), pp. 187-188. Retrieved from http://www.jstor.org/stable/1320967
Freedman, K. (2004). Editorial: Becoming a researcher in art education: Forming research questions. Studies in Art Education, 45(2), pp. 99-100. Retrieved from http://www.jstor.org/stable/1321094
Greer, W. D. (1993). Developments in discipline-based art education (DBAE): From art education toward arts education. Studies in Art Education, 34(2), pp. 91-101. Retrieved from http://www.jstor.org/stable/1320446
Hatfield, C., Montana, V., Deffenbaugh, C. (2006). Artist/Art Educator: Making sense of identity issues. Art Education, 59(3), 42-47.
Koroscik, J. S. (1996). Who ever said studying art would be easy? the growing cognitive demands of understanding works of art in the information age. Studies in Art Education, 38(1), pp. 4-20. Retrieved from http://www.jstor.org/stable/1320309
Lampela, L. (1994). A description of art textbooks use in ohio. Studies in Art Education, 35(4), pp. 228-236. Retrieved from http://www.jstor.org/stable/1320531
May, W. T. (1989). Teachers, teaching, and the workplace: Omissions in curriculum reform. Studies in Art Education, 30(3), pp. 142-156. Retrieved from http://www.jstor.org/stable/1320959
Moen, T. (2006). Reflections on the narrative research approach. International Journal of Qualitative Methodology, 5(4), 1-11.
Parks, M. E. (1986). An analysis of attitude recognition, formation, and change concepts in selected art education textbooks. Studies in Art Education, 27(4), pp. 198-208. Retrieved from http://www.jstor.org/stable/1320915
Short, G. (1995). Understanding domain knowledge for teaching: Higher-order thinking in pre-service art teacher specialists. Studies in Art Education, 36(3), pp. 154-169. Retrieved from http://www.jstor.org/stable/1320906
Short, G. (1998). The high school studio curriculum and art understanding: An examination. Studies in Art Education, 40(1), pp. 46-65. Retrieved from http://www.jstor.org/stable/1320228
Stankiewicz, M. A. (2000). Discipline and the future of art education. Studies in Art Education, 41(4), pp. 301-313. Retrieved from http://www.jstor.org/stable/1320675
Stokrocki, M. (1997). Qualitative forms of research methods. In S. D. La Pierre, & E. Zimmerman (Eds.). Research methods and methodologies for art education (pp. 33-56). Reston, VA: NAEA.
Turner, R. M. (1990). Gender-related considerations for developing the text of art instructional materials. Studies in Art Education, 32(1), pp. 55-64. Retrieved from http://www.jstor.org/stable/1320400
Walker, H. (2001). Interviewing local artists: A curriculum resource in art teaching. Studies in Art Education, 42(3), pp. 249-265. Retrieved from http://www.jstor.org/stable/1321040
Wilson, B. (1994). Reflections on the relationships among art, life, and research. Studies in Art Education, 35(4), pp. 197-208. Retrieved from http://www.jstor.org/stable/1320528
Zimmerman, E. (1981). Women also created art. Art Education, 34(3), p. 5. Retrieved from http://www.jstor.org/stable/3192484
Zimmerman, E. (1994). Concerns of pre-service art teachers and those who prepare them to teach. Art Education, 47(5, Interpretation), pp. 59-67. Retrieved from http://www.jstor.org/stable/3193502
Zimmerman, E. (2005). My research life through studies in art education: A body of work. Studies in Art Education, 47(1), pp. 70-82. Retrieved from http://www.jstor.org/stable/25475773
Asch, R. L. (1974). A critical look at textbooks for consistency between theory and practice. Studies in Art Education, 16(1), pp. 31-37. Retrieved from http://www.jstor.org/stable/1320084
Barrett, T. (2000). About art interpretation for art education. Studies in Art Education, 42(1), pp. 5-19. Retrieved from http://www.jstor.org/stable/1320749
Belluigi, D. Z. (2011). Intentionality in a creative art curriculum. Journal of Aesthetic Education, 45(1), pp. 18-36. Retrieved from http://www.jstor.org/stable/10.5406/jaesteduc.45.1.0018
Bodenhamer, V. S. (1997). Three perspectives on teachers as researchers: A triple dose of reality. Art Education, 50(5, Teacher as Researcher), pp. 63-68. Retrieved from http://www.jstor.org/stable/3193663
Bogdan, R. (1973). Participant observation. Peabody Journal of Education, 50(4), pp. 302-308. Retrieved from http://www.jstor.org/stable/1492424
Bolin, P. E. (1996). We are what we ask. Art Education, 49(5, Essential Questions), pp. 6-10. Retrieved from http://www.jstor.org/stable/3193607
Bresler, L. (1996). Ethical issues in the conduct and communication of ethnographic classroom research. Studies in Art Education, 37(3), pp. 133-144. Retrieved from http://www.jstor.org/stable/1320707
Bullock, A. L., & Galbraith, L. (1992). Images of art teaching: Comparing the beliefs and practices of two secondary art teachers. Studies in Art Education, 33(2), pp. 86-97. Retrieved from http://www.jstor.org/stable/1320357
Carrier, D. (1998). [Untitled]. Journal of Aesthetic Education, 32(1, Special Issue: Essays in Honor of Eugene F. Kaelin), pp. 99-101. Retrieved from http://www.jstor.org/stable/3333217
Chalmers, F. G. (2005). [Untitled]. Studies in Art Education, 47(1), pp. 83-86. Retrieved from http://www.jstor.org/stable/25475774
Chapman, L. H. (1985). Curriculum development as process and product. Studies in Art Education, 26(4), pp. 206-211. Retrieved from http://www.jstor.org/stable/1320843
Clark, G. A. (1984). Beyond the penn state seminar: A critique of curricula. Studies in Art Education, 25(4), pp. 226-231. Retrieved from http://www.jstor.org/stable/1320416
Clark, G., & Zimmerman, E. (1983). Towards establishing first class, unimpeachable art curricula prior to implementation. Studies in Art Education, 24(2), pp. 77-85. Retrieved from http://www.jstor.org/stable/1319563
Clark, R. (1998). Doors and mirrors in art education: Constructing the postmodernist classroom. Art Education, 51(6, Reflecting Postmodernism), pp. 6-11. Retrieved from http://www.jstor.org/stable/3193746
Colin, S. (2000). Re-write or be written out: moving a textbook through changing paradigms. IARTEM e-Journal, 4(1), 74-99. Retrieved from http://biriwa.com/iartem/ejournal/volume4.1/papers/Stewart_paper_IARTEM_eJournal_Vol4_No1.pdf
Davenport, M. (2003). Using simulations to ground intercultural inquiry in the art classroom. Art Education, 56(5), pp. 13-18. Retrieved from http://www.jstor.org/stable/3194038
Degge, R. M. (1982). The classroom art teacher as inquirer. Studies in Art Education, 24(1), pp. 25-32. Retrieved from http://www.jstor.org/stable/1319800
Duncum, P. (1999). A case for an art education of everyday aesthetic experiences. Studies in Art Education, 40(4), pp. 295-311. Retrieved from http://www.jstor.org/stable/1320551
Duncum, P. (2001). Visual culture: Developments, definitions, and directions for art education. Studies in Art Education, 42(2), pp. 101-112. Retrieved from http://www.jstor.org/stable/1321027
Efland, A. D. (1995). The spiral and the lattice: Changes in cognitive learning theory with implications for art education. Studies in Art Education, 36(3), pp. 134-153. Retrieved from http://www.jstor.org/stable/1320905
Eisner, E. W. (1984). Alternative approaches to curriculum development in art education. Studies in Art Education, 25(4), pp. 259-264. Retrieved from http://www.jstor.org/stable/1320421
Eisner, E. W. (1991). What the arts taught me about education. Art Education, 44(5), pp. 10-19. Retrieved from http://www.jstor.org/stable/3193290
Eglinton, K. A. (2008). Using participatory visual ethnography to explore young people’s use of visual material culture in place and space. In R. Hickman, (Ed.). Research in art and design education (pp. 51-66). Chicago: Intellect Books.
Freedman, K. (1991). [Untitled]. Studies in Art Education, 33(1), pp. 59-62. Retrieved from http://www.jstor.org/stable/1320578
Freedman, K. (1991). Possibilities of interactive computer graphics for art instruction: A summary of research. Art Education, 44(3), pp. 41-47. Retrieved from http://www.jstor.org/stable/3193254
Freedman, K. (1991). A question of ideology. Studies in Art Education, 32(3), pp. 188-189. Retrieved from http://www.jstor.org/stable/1320689
Freedman, K. (1994). Guest editorial: About this issue: The social reconstruction of art education. Studies in Art Education, 35(3), pp. 131-134. Retrieved from http://www.jstor.org/stable/1320214
Freedman, K. (1994). Interpreting gender and visual culture in art classrooms. Studies in Art Education, 35(3), pp. 157-170. Retrieved from http://www.jstor.org/stable/1320217
Freedman, K. (1994). Interpreting gender and visual culture in art classrooms. Studies in Art Education, 35(3), pp. 157-170. Retrieved from http://www.jstor.org/stable/1320217
Freedman, K. (1997). Critiquing the media: Art knowledge inside and outside of school. Art Education, 50(4, Literacy, Media, and Meaning), pp. 46-51. Retrieved from http://www.jstor.org/stable/3193653
Freedman, K. (1997). Visual Art/Virtual art: Teaching technology for meaning. Art Education, 50(4, Literacy, Media, and Meaning), pp. 6-12. Retrieved from http://www.jstor.org/stable/3193647
Freedman, K. (2000). Social perspectives on art education in the U. S.: Teaching visual culture in a democracy. Studies in Art Education, 41(4), pp. 314-329. Retrieved from http://www.jstor.org/stable/1320676
Freedman, K. (2003). Editorial: Becoming a researcher in art education: Establishing research goals. Studies in Art Education, 45(1), pp. 3-4. Retrieved from http://www.jstor.org/stable/1321104
Freedman, K. (2003). The importance of student artistic production to teaching visual culture. Art Education, 56(2, Why Not Visual Culture?), pp. 38-43. Retrieved from http://www.jstor.org/stable/3194020
Freedman, K. (2004). Editorial: Becoming a researcher in art education: Constructing theory based on research. Studies in Art Education, 45(4), pp. 283-284. Retrieved from http://www.jstor.org/stable/1321064
Freedman, K. (2004). Editorial: Becoming a researcher in art education: Constructing theory based on research. Studies in Art Education, 45(4), pp. 283-284. Retrieved from http://www.jstor.org/stable/1321064
Freedman, K. (2004). Editorial: Becoming a researcher in art education: Developing research skills. Studies in Art Education, 45(3), pp. 187-188. Retrieved from http://www.jstor.org/stable/1320967
Freedman, K. (2004). Editorial: Becoming a researcher in art education: Forming research questions. Studies in Art Education, 45(2), pp. 99-100. Retrieved from http://www.jstor.org/stable/1321094
Greer, W. D. (1993). Developments in discipline-based art education (DBAE): From art education toward arts education. Studies in Art Education, 34(2), pp. 91-101. Retrieved from http://www.jstor.org/stable/1320446
Hatfield, C., Montana, V., Deffenbaugh, C. (2006). Artist/Art Educator: Making sense of identity issues. Art Education, 59(3), 42-47.
Koroscik, J. S. (1996). Who ever said studying art would be easy? the growing cognitive demands of understanding works of art in the information age. Studies in Art Education, 38(1), pp. 4-20. Retrieved from http://www.jstor.org/stable/1320309
Lampela, L. (1994). A description of art textbooks use in ohio. Studies in Art Education, 35(4), pp. 228-236. Retrieved from http://www.jstor.org/stable/1320531
May, W. T. (1989). Teachers, teaching, and the workplace: Omissions in curriculum reform. Studies in Art Education, 30(3), pp. 142-156. Retrieved from http://www.jstor.org/stable/1320959
Moen, T. (2006). Reflections on the narrative research approach. International Journal of Qualitative Methodology, 5(4), 1-11.
Parks, M. E. (1986). An analysis of attitude recognition, formation, and change concepts in selected art education textbooks. Studies in Art Education, 27(4), pp. 198-208. Retrieved from http://www.jstor.org/stable/1320915
Short, G. (1995). Understanding domain knowledge for teaching: Higher-order thinking in pre-service art teacher specialists. Studies in Art Education, 36(3), pp. 154-169. Retrieved from http://www.jstor.org/stable/1320906
Short, G. (1998). The high school studio curriculum and art understanding: An examination. Studies in Art Education, 40(1), pp. 46-65. Retrieved from http://www.jstor.org/stable/1320228
Stankiewicz, M. A. (2000). Discipline and the future of art education. Studies in Art Education, 41(4), pp. 301-313. Retrieved from http://www.jstor.org/stable/1320675
Stokrocki, M. (1997). Qualitative forms of research methods. In S. D. La Pierre, & E. Zimmerman (Eds.). Research methods and methodologies for art education (pp. 33-56). Reston, VA: NAEA.
Turner, R. M. (1990). Gender-related considerations for developing the text of art instructional materials. Studies in Art Education, 32(1), pp. 55-64. Retrieved from http://www.jstor.org/stable/1320400
Walker, H. (2001). Interviewing local artists: A curriculum resource in art teaching. Studies in Art Education, 42(3), pp. 249-265. Retrieved from http://www.jstor.org/stable/1321040
Wilson, B. (1994). Reflections on the relationships among art, life, and research. Studies in Art Education, 35(4), pp. 197-208. Retrieved from http://www.jstor.org/stable/1320528
Zimmerman, E. (1981). Women also created art. Art Education, 34(3), p. 5. Retrieved from http://www.jstor.org/stable/3192484
Zimmerman, E. (1994). Concerns of pre-service art teachers and those who prepare them to teach. Art Education, 47(5, Interpretation), pp. 59-67. Retrieved from http://www.jstor.org/stable/3193502
Zimmerman, E. (2005). My research life through studies in art education: A body of work. Studies in Art Education, 47(1), pp. 70-82. Retrieved from http://www.jstor.org/stable/25475773