Given that I am currently enrolled in Art Ed., Educational Psychology, and Special Education, I am making excellent connections between all these areas. I have found that making links between the construction of books for creative exercise and content development can be linked to theoretical and methodological aspects of special education and psychology- very interested in researching the effectiveness of some of my ideas! I have spent time on creative composition of and development of content for lotus books to have the curricular and cognitive benefit of students. In the course of research I have used and can recommend several articles for any of my blog readers who may be interested. They are....
For working on improving self-management for Emotional Disturbed students-
DeChiara, Edith. (Feb 1994). Teaching art to student with emotional/behavioral
disorders. School Arts 93.n6, 46-49. Retrieved November 2, 2006, from the
Thompson Gale Database.
King, Robert P., & Schwabenlender, Sharon A. (1994). Supportive Therapies for EBD
and At-Risk Students: Rich, Varied, and Underused. Preventing School Failure.
v38 n2 13-18. (ERIC Document Reproduction Service No. EJ481530)
Mooney, P., Ryan, J.B., Uhing, B.M., Reid, R., & Epstein, M.H. (2005). A
Review of Self-Management Interventions Targeting Academic Outcomes for
Students with Emotional and Behavioral Disorders. Journal of Behavioral
Education. v14 n3 203-221. (ERIC Document Reproduction Service No.
EJ735466)
Sze, S. (2005). Effects of Origami Construction on Children with Disabilities. Online
Submission. (ERIC Document Reproduction Service No. ED490351)
For building cognitive stategies in general education-
Detterman, D.K. (1993). The case for the prosecution: Transfer as a epiphenomenon. In D.K. Detterman and R.J. Sternberb (Eds.). Transfer on trial: Intelligence, cognition and instruction (pp. 1-24). Norwood, NJ: Ablex Publishing Corporation.
Perkins, D.N., Simmons, R. & Tishman, S. (1990). Teaching cognitive and metacognitive strategies. Journal of Structural Learning, 10 (4), 285-303.
For working on improving self-management for Emotional Disturbed students-
DeChiara, Edith. (Feb 1994). Teaching art to student with emotional/behavioral
disorders. School Arts 93.n6, 46-49. Retrieved November 2, 2006, from the
Thompson Gale Database.
King, Robert P., & Schwabenlender, Sharon A. (1994). Supportive Therapies for EBD
and At-Risk Students: Rich, Varied, and Underused. Preventing School Failure.
v38 n2 13-18. (ERIC Document Reproduction Service No. EJ481530)
Mooney, P., Ryan, J.B., Uhing, B.M., Reid, R., & Epstein, M.H. (2005). A
Review of Self-Management Interventions Targeting Academic Outcomes for
Students with Emotional and Behavioral Disorders. Journal of Behavioral
Education. v14 n3 203-221. (ERIC Document Reproduction Service No.
EJ735466)
Sze, S. (2005). Effects of Origami Construction on Children with Disabilities. Online
Submission. (ERIC Document Reproduction Service No. ED490351)
For building cognitive stategies in general education-
Detterman, D.K. (1993). The case for the prosecution: Transfer as a epiphenomenon. In D.K. Detterman and R.J. Sternberb (Eds.). Transfer on trial: Intelligence, cognition and instruction (pp. 1-24). Norwood, NJ: Ablex Publishing Corporation.
Perkins, D.N., Simmons, R. & Tishman, S. (1990). Teaching cognitive and metacognitive strategies. Journal of Structural Learning, 10 (4), 285-303.
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