Formal Fascinations and Nagging Excerpts: The Challenge of the Arts to Curriculum and Inquiry

References

• American Educational Research Association. 1996. Call for proposals. Educational Researcher 25(4): 33–46.
   Google Scholar
• Barone, T. 1990. Using the narrative text as an occasion for conspiracy. In Qualitative inquiry in education: The continuing debate, ed. E. W. Eisner and A. Peshkin, 305–326. New York: Teachers College Press.
   Google Scholar
• Barone, T. 1995. Persuasive writings, vigilant readings, and reconstructed characters: The paradox of trust in educational storysharing. Qualitative Studies in Education 8(1): 63–74.
   Google Scholar
• Boase, T. S. R. 1954. The decoration of the new Palace of Westminster, 1841–1863. Journal of the Warburg O. Courtauld Institutes 17: 319–358.
   Google Scholar
• Bransford, J. D., R. D. Sherwood, T. S. Hasselbring, C. K. Kinzer, and S. M. Williams. 1990. Anchored instruction: Why we need it and how technology can help. In Cognition, education, and multimedia, ed. D. Nix and R. Spiro, 115–141. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Britzman, D. 1991. Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
   Google Scholar
• Bruner, J. 1985. Narrative and paradigmatic modes of thought. In Learning and teaching the ways of knowing, Eighty-fourth Yearbook for the National Society for the Study of Education, Part 2, ed. E. Eisner, 97–115. Chicago: University of Chicago Press.
   Google Scholar
• Bruner, J. 1986. Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Clark, C., et al. 1996. Collaboration as dialogue: Teachers and researchers engaged in conversation and professional development. American Educational Research Journal 33(1): 193–232.
   Google Scholar
• Cognition and Technology Group at Vanderbilt. 1990. Anchored instruction and its relationship to situated cognition. Educational Researcher 19: 2–10.
   Google Scholar
• Cognition and Technology Group at Vanderbilt. 1991. Technology and the design of generative learning environments. Educational Technology 31: 34–40.
   Google Scholar
• Cognition and Technology Group at Vanderbilt. 1993. Anchored instruction and situated cognition revisited. Educational Technology 33: 52–70.
   Google Scholar
• Connelly, F. M. and D. J. Clandinin. 1990. Stories of experience and narrative inquiry. Educational Researcher 19(5): 2–14.
   Google Scholar
• Cronon, W. 1992. A place for stories: Nature, history, and narrative. Journal of American History 78(4): 1347–1379.
   Google Scholar
• Denzin, N. K. 1995. The experiential text and the limits of visual understanding. Educational Theory 45(1): 7–18.
   Google Scholar
• Denzin, N., and Y. Lincoln, eds. 1994. The handbook of qualitative research. Thousand Oaks, CA: Sage.
   Google Scholar
• Dewey, J. 1980. Art as experience. New York: Perigree. (Originally published 1934) Dobbs, S., ed. 1983. Art and the mind (Special issue). Art Education 36(2).
   Google Scholar
• Dray, W. H. 1964. Philosophy of history. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Edmonds, E. 1994. The details of change: African Americans in high school American history textbooks from 1970–1991. Unpublished honors thesis, Vanderbilt University.
   Google Scholar
• Eisner, E. 1982. Cognition and curriculum. New York: Longman.
   Google Scholar
• Eisner, E. 1991. The enlightened eye. New York: Macmillan.
   Google Scholar
• Eisner, E. 1993. Forms of understanding and the future of educational research. Educational Researcher 22(7): 5–11.
   Google Scholar
• Eisner, E. 1994. Cognition and curriculum reconsidered. 2nd ed. New York: Teachers College Press.
   Google Scholar
• Eisner, E. 1996. Yes, but is it research? The conversation continues: Should a novel count as a dissertation in education? Paper presented at the annual meeting of the American Educational Research Association, New York City.
   Google Scholar
• Fine, M. 1994. Working the hyphens: Reinventing self and other in qualitative research. In Handbook of qualitative research, ed. N. Denzin and Y. Lincoln, 70–82. Thousand Oaks, CA: Sage.
   Google Scholar
• Foucault, M. 1972. The archaeology of knowledge. New York: Pantheon Books.
   Google Scholar
• Gadamer, H. 1989. Truth and method. 2nd rev. ed. New York: Crossroad.
   Google Scholar
• Gagnon, P. 1989. Democracy in American history textbooks: What American history textbooks should add. Washington, DC: American Federation of Teachers.
   Google Scholar
• Gardner, H. 1983. Frames of mind. New York: Basic Books.
   Google Scholar
• Goodman, N. 1976. Languages of art. Indianapolis, IN: Hackett Press.
   Google Scholar
• Goodman, N. 1978. Ways of worldmaking. Indianapolis: Hackett Press.
   Google Scholar
• Greene, M. 1991. Texts and margins. Harvard Educational Review 61(1): 27–39.
   Google Scholar
• Greene, M. 1994. Epistemology and educational research: The influence of recent approaches to knowledge. In Review of Research in Education, Vol. 20, ed. Linda Darling-Hammond, 423–464.
   Google Scholar
• Harding, S. 1987. Feminism and methodology: Social science issues. Bloomington: Indiana University Press.
   Google Scholar
• History-Social Science Curriculum Framework and Criteria Committee. 1987. Historysocial science framework for California public schools: Kindergarten through grade twelve. Sacramento: California State Department of Education.
   Google Scholar
• Huggins, N. 1988. American history and the idea of common culture. In History in the schools: What shall we teach?, ed. B. Gifford, 115–123. New York: Macmillan.
   Google Scholar
• Langer, S. K. 1953. Feeling and form. New York: Charles Scribner’s Sons.
   Google Scholar
• Lowenthal, D. 1985. The past is a foreign country. Cambridge: Cambridge University Press.
   Google Scholar
• Lytle, S., and Cochran-Smith, M. 1992. Teacher research as a way of knowing. Harvard Educational Review 62(4): 447–474.
   Google Scholar
• Massey, S. 1995. The arts as knowing. On Common Ground 1(5): 5–8.
   Google Scholar
• Mink, L. O. 1987. Historical understanding. Ithaca, NY: Cornell University Press. (See especially Narrative form as a cognitive instrument, 182–203)
   Google Scholar
• Oberg, A., and L. McElroy. 1994. “If a body meet a body …” Curriculum Inquiry 24(2): 229–246.
   Google Scholar
• Paley, N. 1995. Finding art’s place: Experiments in contemporary education and culture. New York: Routledge.
   Google Scholar
• Peshkin, A. 1986. God’s choice. Chicago: University of Chicago Press.
   Google Scholar
• Phillips, D. C. 1985. On what scientists know, and how they know it. In Learning and teaching the ways of knowing, Eighty-fourth Yearbook for the National Society for the Study of Education, Part 2, ed. E. Eisner, 37–59. Chicago: University of Chicago Press.
   Google Scholar
• Phillips, D. C. 1995. Art as research, research as art. Educational Theory 45(1): 71–84.
   Google Scholar
• Polanyi, M. 1962. Personal knowledge: Toward a post-critical philosophy. Chicago: University of Chicago Press.
   Google Scholar
• Polkinghorne, D. 1995. Narrative configuration in qualitative analysis. Qualitative Studies in Education 8(1): 5–23.
   Google Scholar
• Richardson, V. 1994. Conducting research on practice. Educational Researcher 23(5): 5–10.
   Google Scholar
• Ricoeur, P. 1984–1988. Time and narrative, vols 1–3. Chicago: University of Chicago Press.
   Google Scholar
• Rorty, R. 1991. Inquiry as recontextualization: An anti-dualist account of interpretation. In The interpretive turn, ed. D. Hiley, J. Bohman, and R. Shusterman, 59–80. Ithaca, NY: Cornell University Press.
   Google Scholar
• Rosaldo, R. 1989. Culture and truth: The remaking of social analysis. Boston: Beacon Press.
   Google Scholar
• Seixas, P. 1993. Parallel crises: History and the social studies curriculum in the USA. Journal of Curriculum Studies 25(3): 235–250.
   Google Scholar
• Singer Gabella, M. 1994. Beyond the looking glass: Bringing students into the conversation of historical inquiry. Theory and Research in Social Education 22(3): 340–363.
   Google Scholar
• Singer Gabella, M. 1995. The art(s) of historical sense: An inquiry into form and understanding. Journal of Curriculum Studies 27(2): 139–163.
   Google Scholar
• Smith, D. 1991. Hermeneutic inquiry: The hermeneutic imagination and the pedagogic text. In Forms of curriculum inquiry, ed. E. Short, 187–209. Albany: State University of New York Press.
   Google Scholar
• Stinson, S. 1995. Body of knowledge. Educational Theory 45(1): 43–54.
   Google Scholar
• Sweet, F. A. 1970. Andrew Wyeth. Boston: Museum of Fine Arts.
   Google Scholar
• Webb, G. 1986. An analysis of change in sociocultural integration symbolism in a sample of middle and secondary school American history textbooks. Unpublished doctoral dissertation, Vanderbilt University.
   Google Scholar
• White, H. W. 1987. The content of the form: Narrative discourse and historical representation. Baltimore: Johns Hopkins University Press.
   Google Scholar