Year |
Citation |
Score |
2012 |
Barone T, Burdick J, Richards CC. Thinking and Rethinking Elliot Eisner Journal of Curriculum and Pedagogy. 9: 16-17. DOI: 10.1080/15505170.2012.684836 |
0.444 |
|
2009 |
Barone T. Comments on Coulter and Smith: Narrative Researchers as Witnesses of Injustice and Agents of Social Change?: Educational Researcher. 38: 591-597. DOI: 10.3102/0013189X09353203 |
0.454 |
|
2009 |
Barone T. Commonalities and Variegations: Notes on the Maturation of the Field of Narrative Research Journal of Educational Research. 103: 149-153. DOI: 10.1080/00220670903333189 |
0.453 |
|
2007 |
Barone T. A Return to the Gold Standard? Questioning the Future of Narrative Construction as Educational Research: Qualitative Inquiry. 13: 454-470. DOI: 10.1177/1077800406297667 |
0.453 |
|
2006 |
Barone T, Lash M. What's Behind the Spotlight?: Educational Imaginaries from Around the World Journal of Curriculum and Pedagogy. 3: 22-29. DOI: 10.1080/15505170.2006.10411593 |
0.448 |
|
2004 |
Barone T. Arts-Based Educational Projects and the Redressing of the Political Spectacle Journal of Curriculum and Pedagogy. 1: 36-43. DOI: 10.1080/15505170.2004.10411496 |
0.409 |
|
2003 |
Barone T. Challenging the Educational Imaginary: Issues of Form, Substance, and Quality in Film-Based Research Qualitative Inquiry. 9: 202-217. DOI: 10.1177/1077800402250931 |
0.413 |
|
2002 |
Barone T. From Genre Blurring to Audience Blending: Reflections on the Field Emanating from an Ethnodrama Anthropology & Education Quarterly. 33: 255-267. DOI: 10.1525/Aeq.2002.33.2.255 |
0.413 |
|
2001 |
Barone T. Science, Art, and the Predispositions of Educational Researchers Educational Researcher. 30: 24-28. DOI: 10.3102/0013189X030007024 |
0.49 |
|
1999 |
Barone T. Willinsky, John. (1998). Learning to Divide the World: Education at Empire's End. Minneapolis: University of Minnesota Press. Education Review. DOI: 10.14507/Er.V0.67 |
0.42 |
|
1997 |
Barone T. “Seen and Heard”: The Place of the Child in Arts-Based Research on Theatre Education Youth Theatre Journal. 11: 113-127. DOI: 10.1080/08929092.1997.10012487 |
0.454 |
|
1995 |
Barone T. Persuasive writings, vigilant readings, and reconstructed characters: the paradox of trust in educational storysharing International Journal of Qualitative Studies in Education. 8: 63-74. DOI: 10.1080/0951839950080107 |
0.493 |
|
1995 |
Barone T. Chapter 5 The purposes of arts-based educational research International Journal of Educational Research. 23: 169-180. DOI: 10.1016/0883-0355(95)91500-G |
0.478 |
|
1985 |
Barone T. “What's My Paradigm?”; or, How I Dreamt about a Post-Revolutionary Harmony Among Literary Analysts of Curriculum Curriculum Inquiry. 15: 187-200. DOI: 10.1080/03626784.1985.11075958 |
0.311 |
|
1982 |
Barone T. Insinuated theory from curricula‐in‐use Theory Into Practice. 21: 38-43. DOI: 10.1080/00405848209542979 |
0.306 |
|
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