References
- A nation prepared: Teachers for the 21st century (1986). The Report of the Carnegie Task Force on Teaching as a Profession. ERIC Document #ED268120.
- Bain, C. (2004, May). Today’s student teachers: Prepared to teach versus suited to teach? Art Education, 57(3), 42–46.
- Barrett, T. (2000). Criticizing photographs: An introduction to understanding images (3rd ed.). New York: McGraw Hill.
- Block, A. (2004). Anti-intellectualism in teacher education. Talmud, curriculum, and the practical (pp. 159–174). New York: Peter Lang.
- Brewer, T. M. (2006). Teacher preparation solutions: Rumbling for quality just won’t do. Studies in Art Education, 47(3), 269–283.
- Brookfield, S. (2007). Teaching skillfully. Presentation at the Teaching for Change Conference, Park City, UT.
- Burton, J. (2004). The practice of teaching in K-12 schools: Devices and desires. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 553–578). Mahwah, NJ: Lawrence Erlbaum and NAEA.
- Cochran-Smith, M. (2006). Ten promising trends and three big worries. Educational Leadership, 63(6), 20–25.
- Darling-Hammond, L. (2002). Research and rhetoric on teacher certification. Educational Policy Analysis Archives, 10(36). Retrieved May 10, 2007 from http://www.epaa.asu.edu.epaa/v10n36.html
- Darts, D. (2006). Art education for social change. Contemporary issues and the visual arts. Art Education, 59(5), 6–12.
- Davison-Jenkins, J., & Koeppen, K. (2004, February). Do you see what I see? Assessing dispositions among secondary preservice teachers. Paper presented at the American Association of Colleges for Teacher Education Annual Meeting in Chicago, IL.
- Eisner, E. (1983). The art and craft of teaching. Educational Leadership, 40(4), 4–13.
- Eisner, E. (2002). The arts, and the creation of mind. New Haven, CT: Yale University.
- Eisner, E., & Powell, K. (2002). Art in science? Curriculum Inquiry, 32(2), 131–159.
- Gallegos-Nava, R. (2001). Holistic education: Pedagogy of universal love. Brandon, VT: Foundation for Educational Renewal.
- Glazer, S. (Ed.). (1999). The heart of learning: Spirituality in education. New York: Putnam.
- Goals 2000: Educate America Act. Retrieved September 13, 2007 from http://www.ed.gov/legislation/GOALS2000/TheAct/index.html
- Gradle, S. (2007). Random weave: Developing dispositions to teach art. Art Education, 60(4), 6–11.
- Grauer, K. (1998). Beliefs of preservice teachers towards art education. Studies in Art Education, 39(4), 350–370.
- Halpin, D. (2003). Hope and education. London: Routledge.
- Johnson, D. D., Johnson, B., Farenga, S., & Ness, D. (2005). Trivializing teacher education: The accreditation squeeze. Lanham, MD: Rowman & Littlefield.
- Knight, W. B., Keifer-Boyd, K., & Amburgy, P. M. (2005). Visual culture explorations:Un/becoming art educators. Journal of Social Theory in Art Education, 25, 255–277.
- Knopp, T. Y., & Smith, R. L. (2005). Dispositions in teacher education. In R. L. Smith, D. Skarbek & J. Hurst (Eds.), The passion for teaching: Dispositions in the schools (pp. 1–15). Lanham, MD: Scarecrow Press.
- Kowalchuk, E. (1999). Perceptions of practice: What art student teachers say that they learn and need to know. Studies in Art Education, 41(1), 71–90.
- Krishnamurti, J. (1953/1981). Education and significance of life. New York: Harper Row.
- Labaree, D. F. (2004). The trouble with ed schools. New Haven, CT: Yale Press.
- Milbrandt, M. (2002). Addressing contemporary social issues in art education: A survey of public school art educators in Georgia. Studies in Art Education, 43(2), 141–157.
- Miller, J. P. (2000). Education and the soul: Toward a spiritual curriculum. Albany, New York: State University of New York.
- National Council for the Accreditation of Teacher Education. Retrieved October 18, 2006 from http://www.ncate.org
- No Child Left Behind Act (NCLB) (2002). Retrieved September 13, 2007 from http://isbe.net/nclb/htmls/highlights.htm
- Pinar, W. (2005, February). From statesmanship to status: The absence of authority in contemporary curriculum studies. Retrieved October 18, 2006 from http://www.uwstout.edu/jaaacs/voll/pinar.htm
- Short, G. (1995). Understanding domain knowledge for teaching: Higher-order thinking in preservice art teacher specialists. Studies in Art Education, 36(3), 154–169.
- Standards for Art Teacher Preparation. (1999). Reston, VA: National Art Education Association.
- Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
- Taylor, R. L., & Wasicsko, M. M. (2000, November). The dispositions to teach. Paper presented at the Southern Regional Association of Teacher Educators Conference. Lexington, KY. Retrieved September 15, 2006 from http://www.educatordispositions.org/dispostions/The%20Dispositions%20to%20Teach.pdf
- Title II Requirements for Schools, Colleges, and Departments of Education (2001). ERIC Document# ED460124. Retrieved September 13, 2007 from http://www.ericdigests.org/2002-3/title.htm
- Weiner, H., & Cohen, A. R. (2003). Dispositions in teacher education programs: An opportunity for reform. Retrieved September 13, 2006 from www.education.eku.edu/dispositions/resources/Dispositions%20Proceedings%20Session%20K.doc
- What teachers should know and be able to do (1989). Arlington, VA: National Board for Professional Teaching Standards. Retrieved September 13, 2007 from http://www.nbpts.org/UserFiles/File/what_teachers.pdf
- Wisconsin Standards for Teacher Development and Licensure. Retrieved September 15, 2006 from http://www.dpi.wi.gov/tepdl/pdf/10kdp.pdf
- Wolfe, P. (1997). A really good art teacher would be you Mrs. C.Studies in Art Education, 38(4), 232–245.
- Zimmerman, E. (1994). Current research and practice about preservice art specialist education. Studies in Art Education, 35(2), 79–89.
- Zimmerman, E. (1992). A comparative study of two teachers of talented adolescents. Studies in Art Education, 33(3), 174–185.
- Zimmerman, E., & Thurber, F. (October 1997). Building leadership roles for teachers in art education. International Journal of Art and Design Education, 16(3), 282–284.