In addition to the materials found in the eBookstore, the following articles, taken from individual research project pages, are available from Project Zero. If an article that you are looking for is not listed here, it is NOT available from Project Zero. If you are interested in purchasing any of these articles, please contact us at 617-496-7097.

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Davidson, L. (1993). Portfolio assessment and exhibits: Moving from recall to reflective understanding. Holistic Education Review, 6 (1), 45-51.

Davidson, L., & Scripp, L. (1989). Education and development in music from a cognitive perspective. In D. Hargreaves (Ed.), Children and the arts (pp. 59-86). Philadelphia: Open University Press.

Davidson, L., & Scripp, L. (1990). What students bring to class: Arts PROPEL portfolio interviews. Arts PROPEL Portfolio V, pp. 2-5.

Davidson, L., Ross-Broadus, L., Charlton, J., Scripp, L., & Waanders, J. (1990, March). Recent advances in the state of assessment: Arts PROPEL in Pittsburgh. Paper presented at the Music Educators Convention, Pittsburgh, PA.

Davis, J. (1992, February). Understanding the child as artist: A cognitive approach. Paper presented at Arts in America Now: Recognizing and Nurturing Creativity, sponsored by SUNY, The College at New Paltz, The School of Fine and Performing Arts and the School of Education, New Paltz.

Davis, J. (1993). Games for museum-goers to play (Technical Report #38). Cambridge, MA: Project Zero, Harvard Graduate School of Education.

Davis, J. (1993). Museum games. Teaching Thinking and Problem Solving. 15 (2), 1-6.

Davis, J. (1994). Beyond school walls: Challenges to collaborations between public schools and community arts centers. In C. Fineberg (Ed.), Art Education Policy Review.

Davis, J. (1994, December). Assessing the creative spirit. Harvard Graduate School of Education Alumni Bulletin, 39(1), 10-12.

Davis, J., & Gardner, H. (1993, January/February). Open windows, open doors. Museum News.

Gardner, H. (1989). Zero-based arts education: An introduction to Arts PROPEL. Studies in Art Education: A Journal of Issues and Research, 30 (2), 71-83.

Gardner, H. (1990, December). The assessment of student learning in the arts. Paper presented at the Conference on Assessment in Art Education, Bosschenhooft, The Netherlands. To be published in the Proceedings.

Gardner, H. (1991). Assessment in context: The alternative to standardized testing. In B. Gifford and M.C. O'Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement, and instruction (pp. 239-252). Boston: Kluwer Publishers.

Gardner, H. (1991, Fall). Intelligence in seven phases. Paper presented at the Centennial of Education at Harvard. Precis published in the Harvard Graduate School Alumni Bulletin, 36, (1), 18-19.

Gray, H.J., & Viens, J. (1994). The theory of multiple intelligences: Understanding cognitive diversity in school. National Forum, 74 (1), 22-25.

Kornhaber, M., & Gardner, H. (1989, July). Critical thinking across multiple intelligences. Paper presented at the CERI Conference, The Curriculum Redefined (Learning to Think, Thinking to Learn), Paris, France.

Kornhaber, M., & Krechevsky, M. (1995). Expanding definitions of teaching and learning: Notes from the MI underground. In P. Cookson & B. Schneider (Eds.), Transforming Schools. New York: Garland Publishers.

Kornhaber, M., Krechevsky, M., & Gardner, H. (1991). Engaging intelligence. Educational Psychologist, 25 (3&4), 177-199.

Krechevsky, M. (1991). Project Spectrum: An innovative assessment alternative. Educational Leadership, 48 (5), 43-49.

Krechevsky, M., & Kornhaber, M. (1993, May). Multiple intelligences: Theory and implications. Paper prepared for Mind Management 2000 Conference, Zurich, Switzerland.

Krechevsky, M., & Seidel, S. (1998) Minds at work: Applying multiple intelligences in the classroom. In R.J. Sternberg & W.M. Williams (Eds.), Intelligence, instruction, and assessment: Theory into practice (pp. 17-42). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. (R-754).

Morrison, D., & Walters, J. (1989, June). Immigrant: Who's using it? Cambridge, MA: Project Zero, Harvard Graduate School of Education.

Olson, L. (1988, January 27). Children flourish here: Eight teachers and a theory changed a school world. Education Week, pp. 1, 18-19.

Perkins, D. (1991). Educating for insight. Educational Leadership. 49 (2).

Perkins, D., & Blythe, T. (1994, February). Putting understanding up front. Educational Leadership, 51 (5), 4-7.

Perkins, D., Crismond, D., Simmons, R., & Unger, C. (1995). Inside understanding. In D. Perkins, J.L. Schwartz, M. West, & M.S. Wiske (Eds.), Software goes to school: Teaching for understanding with new technologies. New York: Oxford University Press.

Perrone, V. (1994, February). How to engage students in learning. Educational Leadership, 51 (5), 11-13.

Putnoi, D., Olmsted, K., & Davis, J. (1994). Two Transcriptions of The Generic Game in Action: A Focus on Facilitation.

Scripp, L. (1990). Transforming teaching through Arts PROPEL portfolios: A case study of assessing individual student work in the high school ensemble. Cambridge, MA: Project Zero, Harvard Graduate School of Education.

Seidel, S. (1989, May). Preparing language arts teachers to teach playwriting. Paper presented at the International Symposium for Drama Education Research, Toronto.

Seidel, S. (1991). Collaborative assessment conferences for the consideration of project work. Working paper. Cambridge, MA: Project Zero, Harvard Graduate School of Education.

Seidel, S. (1991). Five phases in the implementation of portfolio assessment in classrooms, schools and school districts. Working paper. Cambridge, MA: Project Zero, Harvard Graduate School of Education.

Seidel, S. (1993). Portfolio practices: Making portfolios take root in Schools. Working paper. Cambridge, MA: Project Zero, Harvard Graduate School of Education.

Simmons, R. (1994, February). The horse before the cart: Assessing for understanding. Educational Leadership, 51 (5), 22-23.

Simmons, S., & Gardner, H. (1992, May). Thinking in the arts. Paper presented at the National Endowment for the Arts and Department of Education conference Arts in American schools: Setting a research agenda for the 1990s. Annapolis, MD.

Unger, C. (1994, February). What teaching for understanding looks like. Educational Leadership, 51 (5), 8-10.

Walters, J. (1991). Five dimensions of portfolio assessment. Working paper. Cambridge, MA: Project Zero, Harvard Graduate School of Education.

Walters, J., & Gardner, H. (1990). Domain projects as assessment vehicles in a computer-rich environment. Paper prepared for the Center for Technology in Education, Bank Street College, New York.

White, N., Blythe, T., & Gardner, H. (1992). Multiple intelligences theory: Creating the thoughtful classroom. In A. Costa, J. Bellanca, and R. Fogarty (Eds.), If minds matter: A foreword to the future. Palatine, IL: Skylight Publishing.

Wiske, M. (1994, February). How teaching for understanding changes the rules in the classroom. Educational Leadership, 51 (5), 19-21.

Wolf, D. (1987/88, December/January). Opening up assessment. Educational Leadership, 45 (4), 24-29.

Wolf, D. (1989). Artistic learning as conversation. In D. Hargreaves (Ed.), Children and the arts. Philadelphia: Open University Press.

Zessoules, R., & Gardner, H. (1991). Authentic assessment: Beyond the buzzword and into the classroom. In V. Perrone (Ed.), Assessment in schools. Washington, DC: ASCD.

Zessoules, R., Wolf, D., & Gardner, H. (1988, April). A better balance: Arts PROPEL as an alternative to discipline-based arts education. In J. Burton, A. Lederman, & P. London (Eds.), Beyond DBAE: The case for multiple visions of art education.

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