Melbourne Graduate School of Education - Research Publications
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ItemAdapting mainstream classroom procedures to accommodate students with diverse abilities(Journal of Cognitive Education and Psychology, 1994)
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ItemTHE RELATIONSHIP BETWEEN METER RECOGNITION, RHYTHMIC NOTATION, AND INFORMATION-PROCESSING COMPETENCE(WILEY-BLACKWELL, 1991-12-01)
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ItemThe use of symbols in drawings by children, nondisabled adults and adults with an intellectual disability(Developmental Disabilities Bulletin, 1991)
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ItemCultural influences on children's developing artistry: what can China and Australia learn from each other?(Australian Pre-School Association, 1995)
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ItemThe arts and schooling: An analysis of cultural influences(Journal of Cognitive Education and Psychology, 1997)
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ItemDeveloping the metacognitive skills of academically gifted students in mainstream classrooms(Informa UK Limited, 1994-02)
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ItemLearning How to Learn the Arts as Core in an Emergent Curriculum(Informa UK Limited, 1997-09)
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ItemAssessment n the arts: Is it appropriate in the early childhood years?(Studies in Art Education, 1994)Assessment in the arts is often overlooked or avoided in the early childhood years because it appears to be incompatible with a child-centered, process-oriented philosophy which is characteristico f educationf or young children.A reflective assessment procedure, however, based on ethnographic methods of participant observation and interpretation, can inform the early childhood teacher's practice of guiding learning in music, the visual arts, movement, drama, and play. Artistic profiles of individual children's accomplishments may center on processes such as discovery, pursuit, perception, communication, self- and social-awareness, skill use, creativity, analysis, and critique. Anecdotal records may also focus on the elements and principles of artistry and may provide the basis for program continuity for individuals and groups of children.