 |
|
|
Allen, D. (Ed.). (1998). Assessing student learning. New York: Teachers College Press. Allen, D., & Blythe, T. (In press). A facilitator’s book of questions: Resources for looking together at student and teacher work. New York: Teachers College Press. Barberich, K., & Gardner, H. (In press). Good work in business. In R.M. Kanter, F. Hesselbein, & M. Goldsmith (Eds.), Leading for innovation. New York: The Drucker Foundation. Baum, S. , Viens, J., & Slatin, B. (In press). Multiple intelligences in the elementary classroom: Pathways to thoughtful practice. New York: Teachers College Press. Blythe, T., Allen, D., & Powell, B.S. (1999). Looking together at student work: A companion guide to assessing student learning. New York: Teachers College Press. Blythe, T., & Associates (1998). The teaching for understanding guide. San Francisco: Jossey-Bass. Blythe, T., & Krechevsky, M. (1995). Sledgehammers, tofu, and Greek tragedy: Multiple approaches to supporting educational change. Paper presented at the American Educational Research Association (AERA), San Francisco, CA. Blythe, T., Wilson, D., Noam, G., Boyd, J., Griffin, P., & Greenebaum, S. (2003). Fun learning matters! A guide to project-based learning in afterschool settings. New York: The After-School Corporation. Boix Mansilla, V. (1994). Taking a stance on deep understanding. ATLAS Seminar, Harvard Project Zero. Boix Mansilla, V. (1997, January). De saberes escolares a comprension disciplinaria: El desafio de una educación de calidad. Special issue on Learning Kikiriki. Boix Mansilla, V. (1998). Beyond the lessons of the cognitive revolution. Canadian Social Studies, 32(2). Boix Mansilla, V. (2000). Can they use what they have learned to make sense of the present? Historical understanding beyond the past and into the present. In P. Seixas, P. Stearns, & S. Wineburg (Eds.), Knowing Learning and Teaching History. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Boix Mansilla, V. (2001). Expecting high standards from inner city kids challenges and possibilities. International Review of History Education Research. Boix Mansilla, V. (2001, May). The pursuit of understanding: A study of exemplary students’ beliefs about the nature of knowledge and inquiry in science and history. Unpublished doctoral dissertation, Harvard University, Cambridge, MA. Boix Mansilla, V., & Gardner, H. (1997, January). Of kinds of symbols and kinds of understanding. Phi Delta Kappa, Special Issue on Cognition and Representation. Boix Mansilla, V., & Gardner, H. (1999). What are the qualities of understanding? In S. Wiske (Ed.), Teaching for understanding: A practical framework. (pp. 161-195). San Francisco: Jossey-Bass. Boix Mansilla, V., & Gardner, H. (2000). On disciplinary lenses and interdisciplinary work. In S. Wineburg & P. Grossman (Eds.), Interdisciplinary curriculum, challenges of implementation. New York: Teachers College Press. Chen, J. (Ed.). (1998). Project Zero Frameworks for Early Childhood Education, Volume 2, Early Learning Activities. New York: Teachers College Press. Chen, J., Krechevsky, M., & Viens, J., with Isberg, E. (1998). Project Zero Frameworks for Early Childhood Education, Volume 1, Building on Children’s Strengths: The Experience of Project Spectrum. New York: Teachers College Press. Davis, J., & Gardner, H. (1993). The arts and early childhood education: A cognitive developmental portrait of the young child as artist. In B. Spodek (Ed.), Handbook of research in early childhood education (pp. 191-206). New York: Macmillan. Evidence Project Staff. (2001). The evidence process: A collaborative approach to understanding and improving teaching and learning. Cambridge, MA: Project Zero at Harvard Graduate School of Education. Fischman, W., & Gardner, H. (2001, January 7). Lessons in homework, Newark Star Ledger. Fischman, W., Solomon, B., Greenspan, D., & Gardner, H. (In press). Making good: How young people cope with moral dilemmas at work. Cambridge, MA: Harvard University Press. Fischman, W., Solomon, B., Schutte, D., & Lam, G. (2001). Exploring the development of life long commitment to service work. In M. Michaelson & J. Nakamura (Eds.), New Directions for Child Development. San Francisco: Jossey-Bass. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner, H. (1987). Beyond the IQ: Education and human development, Developing the spectrum of human intelligences. Harvard Educational Review, 57, 187-193. Gardner, H. (1989). To open minds: Chinese clues to the dilemma of contemporary education. New York: Basic Books. Gardner, H. (1990). Art education and human development. Los Angeles: The Getty Center for Education in the Arts. Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books. Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: Basic Books. Gardner, H. (1994). The stories of the right hemisphere. In W. D. Spaulding (Ed.), Integrative Views of Motivation, Cognition and Emotion: Vol. 41 of The Nebraska Symposium on Motivation (pp. 57-69). Lincoln, NE: University of Nebraska Press. First delivered as a paper at the Nebraska Symposium on Motivation, Oct. 1992. Gardner, H. (1995, November). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200-209. Gardner, H. (1998). Extraordinary cognitive achievements: A symbols systems approach. In W. Damon (Ed.-in-Chief), Handbook of child psychology: Vol. 1. Theoretical Models of Human Development (5th ed., pp. 415-466). New York: Wiley. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. Gardner, H. (1999). Multiple approaches to understanding. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A new paradigm of instructional theory (Vol. 2, pp. 69-89). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon & Schuster. Gardner, H. (1999). The ethical responsibilities of professionals. In L. Hetland & S. Veenema (Eds.), The Project Zero classroom: Views on understanding (pp. 169-176). Cambridge, MA: Project Zero at Harvard Graduate School of Education. Gardner, H. (1999, Oct). Howard Gardner debates James Traub on multiple intelligences. Cerebrum: The Dana Forum on Brain Science, 1(2), 13-36. Gardner, H. (2000). Project Zero: Nelson Goodman’s legacy in arts education. Journal of Aesthetics and Art Criticism, 58(3), 245-249. Gardner, H. (2000). The giftedness matrix: A developmental perspective. In R. Friedman & B. Shore (Eds.), Talents unfolding: Cognition and development (pp. 77-88). Washington, DC: American Psychological Association. Based on a paper presented at the Symposium on Giftedness, University of Kansas, Lawrence, KS, February 1992. Gardner, H. (2001). "Minds and understanding, " in Harvard Project Zero Educating for Understanding (video set, tape 3). Port Chester, NY: National Professional Resources. Gardner, H. (2002). M.I. millennium: Multiple intelligences for the new millennium. R. DiNozzi (Producer). Los Angeles: Into the Classroom Media. Gardner, H. (2003). How education changes: considerations of history, science and values. In M. Suarez-Orozco & D. Qin-Hilliard (Eds.), Education and Globalization. Berkeley, CA: University of California Press. Gardner, H. (2003). Three distinct meanings of intelligence. In R. Sternberg, J. Lautrey, & T. Lubart (Eds.), Models of intelligence for the new millennium (pp. 43-54). Washington, DC: American Psychological Association. Gardner, H., & Boix Mansilla, V. (1994, February) Teaching for understanding within and across the disciplines. Educational Leadership. Gardner, H., & Boix Mansilla, V. (1994, Winter). Teaching for understanding in the disciplines and beyond. Teachers College Record. Gardner, H., Connell, M., & Sheridan, K. (2003). Experts, generalists, and expert generalists: On the relation between general competence and expertise in a domain. In R. Sternberg & E. Grigorenko (Eds.), Perspectives on the psychology of abilities, competencies, and expertise. New York: Cambridge University Press. Gardner, H., Csikszentmihalyi, M., & Damon, W. (2001). GoodWork: When excellence and ethics meet. New York: Basic Books. Gardner, H., Feldman, D.H., & Krechevsky, M. (Gen. Eds.). (1998). Project Zero Frameworks for Early Childhood Education (three volumes). New York: Teachers College Press. Gardner, H., Howard, V., & Perkins, D.N. (1974). Symbol systems: A philosophical, psychological, and educational investigation. In D. Olson (Ed.), Media and symbols: The forms of expression, communication, and education (pp. 27-56). Chicago: University of Chicago Press. Gardner, H., Kornhaber, M., & Wake, W. (1996). Intelligence: Multiple perspectives. Fort Worth, TX: Harcourt Brace. Gardner, H., Krechevsky, M., Sternberg, R.J., & Okagaki, L. (1994). Intelligence in context: Enhancing students’ practical intelligence for school. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press. Gardner, H., & Perkins, D.N. (1989). Art, mind, and education: Research from Project Zero. Urbana, IL: University of Illinois Press. Gardner, H., Torff, B., & Hatch, T. (1996). The age of innocence reconsidered: Preserving the best of the progressive traditions in psychology and education. In D.R. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 28-55). Cambridge, MA: Blackwell Publishers. Gardner, H., & Winner, E. (1982). First intimations of artistry. In S. Strauss (Ed.), U-shaped behavioral growth (pp. 147-168). New York: Academic Press. Gardner, H., & Winner, E. (1987). Attitudes and attributes: Children’s understanding of metaphor and sarcasm. In M. Perlmutter (Ed.), Minnesota Symposia on Child Psychology (pp. 131-152). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.???? Gardner, H., & Wolf, D.P. (1983). Waves and streams of symbolization. In D.R. Rogers & J.A. Sloboda (Eds.), The acquisition of symbolic skills. London: Plenum Press. Goodman, N. (1968). Languages of art: An approach to a theory of symbols. Indianapolis, IN: Bobbs-Merrill. Goodman, N. (1978). Ways of worldmaking. Indianapolis, IN: Hackett Publishing Company, Inc. Goodman, N., Perkins, D.N., & Gardner, H. (1972). Basic abilities required for understanding and creation in the arts. Final Report for the U.S. Office of Education. Cambridge, MA: Project Zero at Harvard Graduate School of Education. Goodrich, H., Hatch, T., Wiatrowski, G., & Unger, C. (1995). Teaching through projects: Creating effective learning environments. Menlo Park, CA: Addison-Wesley. Grotzer, T.A. (1996). Cognitive issues that affect math and science learning: Math/Science matters: A resource book on research in math and science learning. Cambridge, MA: Harvard Project on Schooling and Children, Exxon Education Foundation. Grotzer, T.A. (1996). Issues of instructional technique in math and science learning: Math/Science matters: A resource book on research in math and science learning. Cambridge, MA: Harvard Project on Schooling and Children, Exxon Education Foundation. Grotzer, T.A. (1996). Issues that impact equitable opportunities for all math and science learners: Math/Science matters: A resource book on research in math and science learning. Cambridge, MA: Harvard Project on Schooling and Children, Exxon Education Foundation. Grotzer, T.A. (1998). The keys to inquiry, Hypertext Document, ECT Website: Harvard Smithsonian, on the World Wide Web: http://hea-www.harvard.edu/ECT Grotzer, T.A. (2002). Causal patterns in ecosystems. Cambridge, MA: Project Zero at Harvard Graduate School of Education. Grotzer, T.A. (2002, March-April). Expanding our vision for educational technology: Procedural, conceptual, and structural knowledge. Educational Technology, 52-59. Grotzer, T.A. (In press). Learning to understand the forms of causality implicit in scientific explanations. Studies in Science Education. Grotzer, T.A., & Basca, B.B. (In press). Helping students to grasp the underlying causal structures when learning about ecosystems: How does it impact understanding? Journal of Biological Education. Grotzer, T.A., & Bell, B. (1999). Negotiating the funnel: Guiding students toward understanding elusive generative concepts. In L. Hetland & S. Veenema (Eds.) The Project Zero classroom: Views on understanding. (pp. 59-76). Cambridge, MA: Project Zero at Harvard Graduate School of Education. Grotzer, T.A., Howick, L. Tishman, S., & Wise, D. (2002). Art works for schools: A curriculum for teaching thinking in and through the arts. Lincoln, MA: DeCordova Museum and Sculpture Park. Grotzer, T.A., & Perkins, D.N. (2000). The teaching of intelligence: A performance conception. In R. Sternberg (Ed.) Handbook on intelligence. (pp. 492-515). New York: Cambridge University Press. Grotzer, T.A., & Sudbury, M. (1998, December). Where is the language of causality? THINK Magazine. Harvard Graduate School of Education. (2000, September). Press Release: Researchers affirm "Mozart" and new drama effects, But many arts-academic links overstated. Hatch, T., & Blythe, T. (1997). More than a place to go: Creating and sustaining afterschool programs. Cambridge, MA: Project Zero at Harvard Graduate School of Education. Hetland, L. (1999). Does listening to Mozart increase spatial intelligence? A methodological review and critique of the Mozart effect studies. Unpublished qualifying paper, Harvard University, Cambridge, MA. Hetland, L. (2000). Learning to make music enhances spatial reasoning. The Journal of Aesthetic Education, 34(3/4), 179-238. Hetland, L. (2000). Listening to music enhances spatial-temporal reasoning: Evidence for the "Mozart effect." The Journal of Aesthetic Education, 34(3/4), 105-148. Hetland, L. (2000). The relationship between music and spatial processes: A meta-analysis. Unpublished doctoral dissertation, Harvard University, Cambridge, MA. Hetland, L. (2001). The relationship between music and spatial reasoning. In E. Winner & L. Hetland (Eds.). Proceedings from ‘Beyond the soundbite: What the research actually shows about arts education and academic outcomes’ (pp. 55-70). Los Angeles: J. Paul Getty Trust. Hetland, L., & Veenema, S. (Eds.). (1999). The Project Zero classroom: Views on understanding. Cambridge, MA: Project Zero at Harvard Graduate School of Education. Hetland, L., & Winner, E. (2001). The arts and academic achievement: What the evidence shows: Executive summary. Arts Education Policy Review, 102(5), 3-6. [This May/June issue is devoted to policy implications of the meta-analyses conducted during the Reviewing Education and the Arts Project (REAP)]. Hetland, L., & Winner, E. (2002). Cognitive transfer from arts education to non-arts outcomes: research evidence and policy implications. To appear in E. Eisner & M. Day (Eds.), Handbook on Research and Policy in Art Education. National Art Education Association. Keinanen, M., Hetland, L., & Winner, E. (2000). Teaching cognitive skills through dance: Evidence for near but not far transfer. Journal of Aesthetic Education, 34(3/4), 295-306. Kornhaber, M., Krechevsky M., & Gardner, H. (1991). Engaging intelligences. Educational Psychologist, 25(3/4), 177-199. Krechevsky, M. (1991). Project Spectrum: An innovative assessment alternative. Educational Leadership, 48 (5), 43-48. Reprinted in Early childhood education, Annual Edition 1992/93; Dushkin Publishing; Authentic assessment: A collection; 1992; Skylight Publishing. Krechevsky, M. (1998). Beyond fixed intelligence: The modifiability of competence in the light of multiple intelligences theory. In J.M. Beltran, L. Belmonte, & J.A. Rivera Moreno (Eds.), Is intelligence modifiable? Madrid: Editorial Bruno. Krechevsky, M. (1998). Project Zero Frameworks for Early Childhood Education, Volume 3, Preschool Assessment Handbook. New York: Teachers College Press. Krechevsky, M., & Gardner, H. (1990a). Approaching school intelligently: An infusion approach. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills. Basel: Karger. Krechevsky, M., & Gardner, H. (1990b). The emergence and nurturance of multiple intelligences: The Project Spectrum approach. In M.J.A. Howe (Ed.), Encouraging the development of exceptional skills and talents. Leicester, UK: The British Psychological Society. Krechevsky, M., & Gardner, H. (1994). Multiple intelligences in multiple contexts. In D. Detterman (Ed.), Current topics in human intelligence. (Vol. 4) Norwood, NJ: Ablex. Krechevsky, M., Hoerr, T., & Gardner, H. (1995). Complementary energies: Implementing MI theory from the lab and from the field. In J. Oakes & K.H. Quartz (Eds.), Creating new educational communities: Schools and classrooms where all children can be smart. National Society for the Study of Education Handbook. Krechevsky, M., & Malkus, U. (1997). Telling their stories, singing their songs. In J. Flood, S. Brice Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts. New York: Macmillan. Krechevsky, M., Mardell, B., & Seidel, S. (2002, December 4). Diversity and progressive education: How Italian preschools are proving Dewey’s American detractors wrong. Education Week, 36, 38. Krechevsky, M., & Seidel, S. (1998). Minds at work: Applying multiple intelligences in the classroom. In R.J. Sternberg & W. Williams (Eds.), Intelligence, instruction, and assessment. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Krechevsky, M., & Stork, J. (1999). A review of the "Hundred Languages of Children": The Reggio Emilia approach–Advanced reflections. Early Childhood Research Quarterly, 14(2), 275-279. Krechevsky, M., & Stork, J. (2000). Challenging educational assumptions: Lessons from an Italian-American collaboration. Cambridge Journal of Education, 30(1), 57-74. Moga, E., Burger, K., Hetland, L., & Winner, E. (2000). Does studying the arts engender creative thinking? Evidence for near but not far transfer. Journal of Aesthetic Education, 34(3-4), 91-104. Perkins, D.N. (1977). Talk about art. Journal of Aesthetic Education, 11(2), 87-116. Perkins, D.N. (1981). The mind’s best work. Cambridge, MA: Harvard University Press. Perkins, D.N. (1985). The fingertip effect: How information-processing technology changes thinking. Educational Researcher, 14(7), 11-17. Perkins, D.N. (1986). Knowledge as design. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Perkins, D.N. (1986). Thinking frames: An integrative perspective on teaching cognitive skills. In J.B. Baron & R.J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 41-61). New York: W. H. Freeman. Perkins, D.N. (1988). Creativity and the quest for mechanism. In R.J. Sternberg & E. Smith (Eds.), The psychology of human thought (pp. 309-336). Cambridge, UK: Cambridge University Press. Perkins, D.N. (1992). Smart schools: From training memories to educating minds. New York: The Free Press. Perkins, D.N. (1994). Knowledge as design: A handbook for critical and creative discussion across the curriculum (with accompanying videotape, production by David Whittier). Pacific Grove, CA: Critical Thinking Press and Software. Perkins, D.N. (1994). The intelligent eye: Learning to think by looking at art. Santa Monica, CA: The Getty Education Institute for the Arts. Perkins, D.N. (1995). Insight in minds and genes. In R.J. Sternberg & J.E. Davidson (Eds.), The nature of insight (pp. 495-533). Cambridge, MA: MIT Press. Perkins, D.N. (1995). Outsmarting IQ: The emerging science of learnable intelligence. New York: The Free Press. Perkins, D.N. (1997). Epistemic games. International Journal of Educational Research, 27(1), 49-61. Perkins, D.N. (1998). What is understanding? In Wiske, M.S. (Ed.), Teaching for understanding: Linking research with practice (pp. 39-57). San Francisco, CA: Jossey-Bass. Perkins, D.N. (2000). Archimedes’ bathtub. (In paperback, The Eureka Effect). New York: W.W. Norton. Perkins, D.N. (2000). Paradoxes of peace and the prospects of peace education. In G. Salomon & N. Baruch (Eds.), Peace education: The concepts, principles, and practices around the world (pp. 37-54). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Perkins, D.N. (2000). The evolution of adaptive form. In J. Ziman (Ed.), Technological innovation as an evolutionary process. Cambridge, UK: Cambridge University Press. Perkins, D.N. (2002). The engine of folly. In R.J. Sternberg (Ed.), Why smart people can be so stupid (pp. 64-85). New Haven, CT: Yale University Press. Perkins, D.N. (2003). King Arthur’s round table: How collaborative conversations create smart organizations. Hoboken, NJ: John Wiley & Sons. Perkins, D.N., & Grotzer, T.A. (1997). Teaching intelligence. American Psychologist, 52(10), 1125-1133. Perkins, D.N., Jay, E., & Tishman, S. (1993, January). Beyond abilities: A dispositional theory of thinking. Merrill Palmer Quarterly, 39(1), 1-21. Perkins, D.N., & Leondar, B. (Eds.). (1977). The arts and cognition. Baltimore: Johns Hopkins University Press. Perkins, D.N., & Ritchhart, R. (In press). When is good thinking? In D.Y. Dai & R.J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Perkins, D.N., & Salomon, G. (1989). Are cognitive skills context bound? Educational Researcher, 18(1), 16-25. Perkins, D.N., Schwartz, J.L., Wiske, M.S., & West, M.M. (Eds.) (1995). Software goes to school: Teaching for understanding with new technology. New York: Oxford University Press. Perkins, D.N., & Simmons, R. (1988). Patterns of misunderstanding: An integrative model of misconceptions in science, mathematics, and programming. Review of Educational Research, 58(3), 303-326. Perkins, D.N., Tishman, S., Ritchhart, R., Donis, K., & Andrade, A. (2000). Intelligence in the wild: A dispositional view of intellectual traits. Educational Psychology Review, 12(3), 269-293. Perkins, D.N., & Unger, C. (1999). Teaching and learning for understanding. In C. Reigeluth (Ed.), Instructional Design Theories and models: Volume II (pp. 91-114). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Perkins, D.N., & Weber, R.J. (1992). Effable invention. In R.J. Weber & D.N. Perkins (Eds.), Inventive minds: Creativity in technology (pp. 317-336). New York: Oxford University Press. Perkins, D.N., & Wilson, D. (1999) Bridging the idea-action gap. Knowledge Directions: The Journal of the Institute for Knowledge Management, 1, pp. 65-77. Project Zero, & Reggio Children. (2001). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Reggio Children. Project Zero, Cambridgeport School, Cambridgeport Children’s Center, Ezra H. Baker School, & John Simkins School. (2003). Making teaching visible: Documenting individual and group learning as professional development. Cambridge, MA: Project Zero at Harvard Graduate School of Education. Ritchhart, R. (2000). Pythagoras’s bow tie. Parsippany, NJ: Cuisenaire Company of America, Inc. Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco: Jossey-Bass. Ritchhart, R., & Blythe, T. (2001). The power of the creative classroom. Burbank, CA: Disney Learning Partnership. Ritchhart, R. (Producer/Writer), & Franklin, K. (Executive Producer). (2001). The power of the creative classroom [Video]. (Available from Disney Learning Partnership, Burbank, CA.) Rosenthal, R., & Hetland, L. (2001). Meta-analysis: Its use and value in arts education. In E. Winner & L. Hetland (Eds.). Proceedings from ‘Beyond the soundbite: What the research actually shows about arts education and academic outcomes’ (pp. 1-16). Los Angeles: J. Paul Getty Trust. Schutte, D., Solomon, B., & Gardner, H. (In press). The development of talent in different domains. In M. Ferrari & L. Shavinina (Eds.), Beyond knowledge: Extracognitive facets in developing high ability. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Seidel, S. (1998). Learning from looking, In N. Lyons (Ed.), With portfolio in hand: Validating the new teacher professionalism. New York: Teachers College Press. Seidel, S. (1998). Wondering to be done. In D. Allen (Ed.), Assessing student learning: From grading to understanding. New York: Teachers College Press. Seidel, S. (1999). Stand and Unfold Yourself: A monograph on the Shakespeare & Company research study. In B. Fiske (Ed.), Champions of change: The impact of the arts on learning. Special report by the Arts Education Partnership and the President’s Committee on the Arts and Humanities. Seidel, S., Eppel, M., & Martiniello, M. (2001). Arts survive: A study of sustainability in arts education partnerships. Cambridge, MA: Project Zero at Harvard Graduate School of Education. Seidel, S., et. al. (2000). 24 hours: An evidence-based process for understanding and improving teaching and learning. Cambridge, MA: Project Zero at Harvard Graduate School of Education. Seidel, S., Walters, J., Kirby, E., Olff, N., Powell, K., & Veenema, S. (1997). Portfolio practices: Thinking through the assessment of children’s work. Washington, DC: NEA Publishing Library. Solomon, B., & Gardner, H. (2000). The origins of good work: Getting kids, parents, and coaches on the same page. Community Youth Development Journal, 1(3), 36-41. Tishman, S. (1995, October). High level thinking, ethics, and intellectual character. Think: The magazine on critical and creative thinking. 6 (1), 9-14. Tishman, S. (2001). Added value: A dispositional perspective on thinking. In A. Costa (Ed.), Developing minds: A resource book for teaching thinking. (Rev. Ed.). Association for Supervision and Curriculum Development (ASCD). (Vol. 3, pp. 72-75). Tishman, S., & Andrade, A. (1997). Critical squares: Games of critical thinking and understanding. Englewood, CO: Libraries Unlimited/Teacher Idea Press. Tishman, S., Jay, E., & Perkins, D.N. (1993, Summer). Teaching thinking dispositions: From transmission to enculturation. Theory into Practice, 32(3), 147-153. Tishman, S., MacGillivray, D., & Palmer, P. (1999) Investigating the educational impact and potential of The Museum of Modern Art’s visual thinking curriculum: Final report to the Museum of Modern Art. New York: Museum of Modern Art. Tishman, S., & Perkins, D.N. (1995, August). Critical thinking and physical education. Journal of Physical Education and Recreational Dance, 66(6), 24-30. Tishman, S., & Perkins, D.N. (1997). The language of thinking. Kappan, 78(5), 368-374. Tishman, S., Perkins, D.N., & Jay, E. (1995). The thinking classroom: Learning and teaching in a culture of thinking. Boston, MA: Allyn & Bacon. Turner, T., & Krechevsky, M. (2003, April). "Who are the teachers? Who are the learners?" Educational Leadership, 60(7), 40-43. Viens, J., & Chen, J.Q. (1997). Theories of intelligence and critiques. In J. Paul et. al. (Eds.). Foundations of special education (pp. 122-141). Pacific Grove, CA: Brooks/Cole Publishing. Viens, J., & Kallenbach, S. (In press). Multiple intelligences and adult literacy: A sourcebook for practitioners. New York: Teachers College Press. Walters, J., & Gardner, H. (1986). The crystallizing experience: Discovery of an intellectual gift. In R. Sternberg & J. Davidson (Eds.), Conceptions of Giftedness. New York: Cambridge University Press. Weinbaum, A., Allen, D., Blythe, T., Simon, K., Seidel, S., & Rubin, C. (In press). Questioning practices: The case for inquiry into student and teacher work. New York: Teachers College Press. Williams, W., Blythe, T., White, N., Li, J., Sternberg, R., & Gardner, H. (1996). Practical intelligence for school. New York: HarperCollins College Publishers. Wilson, D. (2000, July 17). Putting learning online. The Chautauquan Daily, 4. Wilson, D., Perkins, D.N., Bonnet, D., Unger, C., & Miani, C. (in preparation). Management of learning. Winner, E. (1982). (Paperback, 1985). Invented worlds: The psychology of the arts. Cambridge, MA: Harvard University Press. (Chinese Translation, Garden City Publishing of Taiwan, 1997). Winner, E. (1988). (Paperback, 1997). The point of words: Children’s understanding of metaphor and irony. Cambridge, MA: Harvard University Press. Winner, E. (1996). (Paperback 1997). Gifted children: Myths and realities. New York: Basic Books. French edition (Aubier), 1997; German edition (Klett Cotta), 1998; Japanese edition (NHK), 1998; Portuguese edition (Porto Alegre), 1998; Chinese edition (Kunlun), 1998; Swedish edition (Brain Books), 2000. Winner, E. (Ed.) (1993): Arts PROPEL: An introductory handbook; Arts PROPEL: A handbook for the visual arts; Arts PROPEL: A handbook for imaginative writing; Arts PROPEL: A handbook for music. Cambridge, MA: Project Zero at Harvard Graduate School of Education. Winner, E. (Ed.) (1995). Developmental perspectives on metaphor (10th anniversary issue). Metaphor and Symbolic Activity, 10(4). Winner, E., & Gardner, H.(1993). Metaphor and irony: Two levels of understanding. Invited chapter prepared for A. Ortony (Ed.), Metaphor and thought (2nd ed.).Cambridge: Cambridge University Press. Winner, E., & Gardner, H.(Eds.) (1979). Fact, fiction, and fantasy in childhood. New Directions for Child Development, 6. Winner, E., & Hetland, L. (2001). The arts and academic achievement: What the evidence shows. Arts Education Policy Review, 102(5), 3-6. Winner, E., & Hetland, L. (Eds.). (2000 Fall/Winter). The arts and academic achievement: What the evidence shows. Double Issue of Journal of Aesthetic Education, 34(3-4). [Includes 10 articles authored by one or more members of the Project Zero REAP research team.] Winner, E., & Hetland, L. (Eds.). (2001). Proceedings from ‘Beyond the soundbite: What the research actually shows about arts education and academic outcomes.’ Los Angeles: J. Paul Getty Trust. Winner, E., & Hetland, L. (2003, January/February). Beyond the evidence given: A critical commentary on critical links. Arts Education Policy Review, 104, 3. Winner, E., & Martino, G. (1993). Giftedness in the visual arts and music. In K. Heller, F. Monks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent. Pergamon Press. Winner, E., Rosenblatt, E., Windmueller, G., Davidson, L., & Gardner, H. (1986). Children’s perception of "aesthetic" properties of the arts: Domain-specific or pan-artistic? British Journal of Developmental Psychology, 4, 149-160. (Earlier version appeared as Winner, E., Davidson, L., Rosenblatt, E., Windmueller, G., & Gardner, H. [1985], Children’s sensitivity to aesthetic properties: Domain-specific or pan-artistic? In C. Thomson (Ed.), The Phylogeny and Ontogeny of Communication Systems, Toronto Semiotic Circle, 1, 87-93. Winner, E., Rosenstiel, A., & Gardner, H. (1976). The development of metaphoric understanding. Developmental Psychology, 12, 289-297. Reprinted (1988) in M.B. Franklin & S.S. Barten (Eds.), Child language. New York: Oxford University Press. Wolf, C., & Gardner, H. (1989, Spring). Arts education in China. Journal of Aesthetic Education, 23(1). Zessoules, R., Wolf, D.P., & Gardner, H. (1988, April). A better balance: Arts PROPEL as an alternative to discipline-based art education. In J. Burton, A. Lederman, & P. London (Eds.), Beyond DBAE: The case for multiple visions of art education. University Council on Art Education. |
|
Search the Project Zero web site. |
|
[Project Zero] [Research Projects] [History of Project Zero ] [Principal Investigators] [Summer Institute] [Products and Services] [eBookstore] Copyright © 2009 by the President and Fellows of Harvard College. Project Zero, Harvard Graduate School of Education, 124 Mount Auburn Street, Fifth Floor, Cambridge, MA 02138, Phone: 617-495-4342, Fax: 617-495-9709 |