Discipline-Based Art Education as the Structural Support of a Language-Arts Intervention Program: Documentation of Cognitive Changes in Certain Elementary-Age Students
This study follows the progress of 11 elementary students who exhibited similar language-arts deficiencies and were treated with traditional and non-traditional language-arts remediation methods. Non-traditional methods were exclusively Discipline-Based Art Education (DBAE) lessons that required stu...
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| Format: | Others |
| Language: | English |
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University of North Texas
1996
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| Online Access: | https://digital.library.unt.edu/ark:/67531/metadc277869/ |