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Arts Education Policy Review Volume 119, 2018 - Issue 2: Gathering STE(A)M: Policy, Curricular and Programmatic Developments in Arts-based Science, Technology, Engineering and Mathematics Education
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Gathering STE(A)M: Policy, curricular, and programmatic developments in arts-based science, technology, engineering, and mathematics education Introduction to the special issue of Arts Education Policy Review: STEAM Focus

Jen Katz-BuonincontroSchool of Education, Teaching, Learning and Curriculum, Department, Drexel University, Philadelphia, Pennsylvania, USACorrespondence[email protected]
Pages 73-76 | Published online: 16 Jan 2018

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Kari Dalane. (2023) Trends in arts education in United States public schools from 1988–2018. Arts Education Policy Review 0:0, pages 1-13.
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Heidi Ashton & David Ashton. (2023) Creativity and the curriculum: educational apartheid in 21st Century England, a European outlier?. International Journal of Cultural Policy 29:4, pages 484-499.
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Kylie Peppler, Heidi J. Davis-Soylu & Maggie Dahn. (2023) Artifact-oriented learning: a theoretical review of the impact of the arts on learning. Arts Education Policy Review 124:1, pages 61-77.
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Mark A. Graham. (2021) The disciplinary borderlands of education: art and STEAM education (Los límites disciplinares de la educación: arte y educación STEAM). Journal for the Study of Education and Development 44:4, pages 769-800.
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F. Javier Perales & José Luis Aróstegui. (2021) The STEAM approach: Implementation and educational, social and economic consequences . Arts Education Policy Review 0:0, pages 1-9.
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Mark A. Graham. (2020) Deconstructing the Bright Future of STEAM and Design Thinking. Art Education 73:3, pages 6-12.
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