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Policy Issues in Arts Assessment in Canada: “Let's Get Real”
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Policy Issues in Arts Assessment in Canada: “Let's Get Real” (2003)Policy Issues in Arts Assessment in Canad…The Truth About Testing: An Educator's Call to Action (2001)The Truth About Testing: An E…Intelligence Reframed: Multiple Intelligences for the 21st Century (2001)Intelligence Reframed: Multip…The feel-good curriculum: the dumbing-down of America's kids in the name of self-esteem (2000)The feel-good curriculum: the…Mute Those Claims: No Evidence (Yet) for a Causal Link between Arts Study and Academic Achievement (2000)Mute Those Claims: No Evidenc…Intelligence reframed: multiple intelligences for the 21st century (2000)Intelligence reframed: multip…Facing the Risks of the “Mozart Effect” (1999)Facing the Risks of the “Moza…Champions of Change: The Impact of the Arts on Learning. (1999)Champions of Change: The Impa…Pedagogical Content Knowing: An Integrative Model for Teacher Preparation (1993)Pedagogical Content Knowing: …Care of the Soul: A Guide for Cultivating Depth and Sacredness in Everyday Life (1993)Care of the Soul: A Guide for…Care of the Soul: A Guide for Cultivating Depth and Sacredness in Everyday Life (1992)Care of the Soul: A Guide for…Assessment in elementary-level drama education: Teachers’ conceptualizations and practices (2020)Assessment in elementary-leve…Assessing Creativity: Four Critical Issues (2018)Assessing Creativity: Four Cr…Six critical issues in senior secondary drama performance assessment in Australia (2017)Six critical issues in senior…The social habitus of drama: the Ontario drama curriculum in theory and practice (2016)The social habitus of drama: …Twilight in the Valley of the Sun: Nonprofit Arts and Culture Programs in Arizona's Public Schools Post—No Child Left Behind (2009)Twilight in the Valley of the…Measuring aesthetic development : a national dialogue (2009)Measuring aesthetic developme…Mind in Society: The Development of Higher Psychological Processes (1978)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (2008)Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research (2004)Hiding behind High-Stakes Testing: Meritocracy, Objectivity and Inequality in U.S. Education. (2013)What Really Matters When Working With Struggling Readers (2013)Nurturing Soul in Adult Learning (1997)Reframing the meaning of disability to families: the embrace of paradox (1998)Engaging emotions in adult learning: A jungian perspective on emotion and transformative learning (2006)Learning to Make Music Enhances Spatial Reasoning (2000)Absence of widespread psychosocial and cognitive effects of school-based music instruction in 10–13-year-old students (2012)Is It the Music or Is It Selection Bias? A Nationwide Analysis of Music and Non-Music Students’ SAT Scores (2013)Teaching For Quality Learning At University (1999)Teaching For Quality Learning At University (1999)The Concept of Employability (2005)Treating Spiritual Issues in Secular Psychotherapy (2001)Unmixing Mixed‐Methods Research (2013)Cultural capital and the extracurricular activities of girls and boys in the college attainment process (2004)Engagement in after-school program activities: quality of experience from the perspective of participants (2007)The Impact of Music on Childhood and Adolescent Achievement* (2009)Discriminating Between ‘Meaningful Work’ and the ‘Management of Meaning’ (2009)Consequences of Differentiated Leadership in Groups (2010)The Dark Triad and Interpersonal Perception: Similarities and Differences in the Social Consequences of Narcissism, Machiavellianism, and Psychopathy (2011)What Adolescents Learn in Organized Youth Activities: A Survey of Self‐Reported Developmental Experiences (2003)Gifts of the Muse: Reframing the Debate About the Benefits of the Arts (2004)Journal of Institutional Research (2006)Standardized Tests and Froebel's Original Kindergarten Model (2006)Teachers' beliefs about pedagogy and related issues (2007)Development and Validation of the Childhood Narcissism Scale (2008)
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References

  • 2000Intelligence reframed: multiple intelligences for the 21st century3,019 cited
  • 1993Pedagogical Content Knowing: An Integrative Model for Teacher Preparation882 cited
  • 2001Intelligence Reframed: Multiple Intelligences for the 21st Century695 cited
  • 1999Champions of Change: The Impact of the Arts on Learning.688 cited
  • 2000Mute Those Claims: No Evidence (Yet) for a Causal Link between Arts Study and Academic Achievement277 cited
  • 2001The Truth About Testing: An Educator's Call to Action248 cited
  • 1992Care of the Soul: A Guide for Cultivating Depth and Sacredness in Everyday Life226 cited
  • 1993Care of the Soul: A Guide for Cultivating Depth and Sacredness in Everyday Life139 cited
  • 2000The feel-good curriculum: the dumbing-down of America's kids in the name of self-esteem89 cited
  • 1999Facing the Risks of the “Mozart Effect”52 cited

Cited by

  • 2009Twilight in the Valley of the Sun: Nonprofit Arts and Culture Programs in Arizona's Public Schools Post—No Child Left Behind10 cited
  • 2009Measuring aesthetic development : a national dialogue10 cited
  • 2020Assessment in elementary-level drama education: Teachers’ conceptualizations and practices8 cited
  • 2016The social habitus of drama: the Ontario drama curriculum in theory and practice

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6 cited
  • 2018Assessing Creativity: Four Critical Issues4 cited
  • 2017Six critical issues in senior secondary drama performance assessment in Australia4 cited