參考文獻
中文部分：
何文玲（2008）。學院藝術批評教學理論之研究—形式主義、脈絡主義、及其整合之應用。台北: 心理出版社。
何文玲，嚴貞（2011）。藝術與設計「實務研究」應用於大學藝術系學生創作發展之研究。藝術教育研究，21，85-110。
何文玲（2011）。藝術與設計實務研究相關概念之分析。藝術研究期刊，7，27-58。劉豐榮（1996）。質的個案研究方法學在藝術教育研究之意義與應用。海峽兩岸小學教育學術研討會論文集（pp. 93-109）。嘉義市：國立嘉義師範學院。
劉豐榮（2004）。藝術創作研究方法之理論基礎探析：以質化研究觀點為基礎。藝術教育研究，8，73-94。
陳向明（2004）。社會科學質的研究。台北市：五南。陳惠邦（1998）。教育行動研究。台北市：師大書苑。
英文部分：
Ackoff, R. (1979). The future of operational research is past. Oxford: Pergamon Press.
Allen, B. A., & Armour-Thomas, E. (1993). Constructing validation of metacognition. Journal of Psychology: Interdisciplinary and Applied, 127(2), 203-211.
Allison, B. (1992). Research index of art & design. Leicester, UK: Leicester expertise.
Arts and Humanities Research Council ( AHRC) (2007). Research review: practice-led research in art, design and architecture. Retrieved from http://aces.shu.ac.uk/ahrc/
Arts and Humanities Research Council (2011). Guide to Student Finding. (version1, 2) Retrieved From Http://www.Ahrc.ac.uk/FundingOpportunities/Pages/currentpostgraduateawardholders.aspx
Angrew, K. (1993). The spitfire:Legend or history? An argument for the new research culture in design. Journal of Design History, 6(2), 121-130.
Apps, L. & Mamchur, C. (2009). Artful language: Academic writing for the art student. International Journal of Art & Design Education, 28(3), 269-278.
Archer, B. (1981). A view of the nature of design research. In R. Jacques & J. Powell etc. (Eds.), Design Science Method. UK: Westbury House/IPC Science and Tech-nology Press.
Archer, B. (1995). The nature of research. Co-design, 3, 6-13.
Archer, B. (2004). Transcript of DRS lifetime achievement award acceptance. Retrieved from http://nelly.dmu.uk/4dd/DDR4-framez.html/
Austin, J.L. (1962). How to do things with words. Oxford: Oxford University Press.
Averweg, U. R. (2009). Exploring some theoretical foundations of practitioner-based inquiry research. Paper presented at the 10th International Conference on Social Implications of Computer in Developing Countries, Dubai School of Government, Dubai, South Africa.
Barak, M.( 2001). Idea focusing versus idea generating: a course for teachers on iven-tive problem solving. Innovation in Education and Teaching International, 46(4), 345-356.
Barak, M. (2009). Idea focusing versus idea generating: A course for teachers on inven-tive problem solving. Innovations in Education and Teaching International, 46(4), 345-356.
Barone, T. (2000). Aesthetics, politics, and educational inquiry: Essays and examples. New York: Peter Lang.
Barone, T. (2001). Touching Eternity: The enduring outcomes of teaching. New York: Teachers College Press.
Barone, T. (2006). Arts-based educationai research then, now, and later. Studies in Art Education, 480), 4-8
Barone, T. (2008). How art-based research can change minds. In M. Cahnmann Taylor & Siegesmind (Eds.). Art based research in education: Foundations for practice (pp. 28-49). NewYork: Routledge.
Battista, M. T., & Clements, D. H. (2000). Mathematics curriculum development as scientific endeavor. In R. Lesh & A. E. Kelly (Eds.) Research on design in mathe-matics and science education (pp. 737-760). Hillsdale, NJ: Lawrence Erlbaum As-sociates, Inc.
Baumgartner, J.(2011). Creative Problem Solving (CPS). Retrieved from http://www.innovationexcellence.com/blog/2011/01/28/creative-problem-solving-cps-basics/
Bayazit, N. (2004). Investigating design: A review of forty years of design research. Design Issues, 20(1), 16-26.
Behar, R. (2008). Between poetry and anthronpology: Searching for languages of home. In M. Cahnmann Taylor & Siegesmind (Eds.). Art based research in education: Foundations for practice (pp.55-71). NewYork: Routledge.
Bell, J. (1999). Doing your research project: a guide for first-time researchers in educa-tion and social science. Buckingham [England] ; Philadelphia : Open University Press
Bickel, B. (2008). Who will read this body? An a/r/tographic statement. In M. Cahn-mann Taylor & Siegesmind (Eds.). Art based research in education: Foundations for practice (pp.125-136). NewYork, NY: Routledge.
Biggs, M. A. R. & Büchler, D. (2008). Architechtural practice and academic research. Nordic Journal of Architectural Research, 20(1), 83-94.
Blumenfeld-Jones, D. (2008). Dance (choreography) and the body: Practicing social science research. In Ardra Cole & Gary Knowles (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 175-193). Thousand Oaks: Sage Press.
Bogdan, A. (2000). Minding minds: Evolving a reflexive mind by interpreting others. Cambridge, MA: the MIT Press
Bond, J. (2006). Reflective assessment: Including students in the assessment process. Forum on Public Policy,1-17.
Bonsiepe, G. (2007). The uneasy relationship between design and design research in design research now. In R. Michel (Ed.), Design research now (pp. 25-39). Basel: Birkhäuser.
Bresler, L.(2005). What musicianship can teach educational research. Music Education Research, 7(2), 169-183.
Bresler, L. (2010). Arts–based inquiry. Retrieved from http://faculty.education.illinois.edu/liora/sub_directory/pdf/arts.based.pdf
Brophy, D. R. (1998). Understanding, measuring, and enhancing individual creative problem-solving efforts. Creative Research Journal, 11, 123-150.
Brown, L., Henry, J. A. , & McTaggart, R. (1982). Action research: Notes on the na-tional seminar. CARN Bulletin, 5, 1-16.
Brown, B., Gough, P., & Roddis, J. ( 2004). Types of research in the creative arts and design. Retrieved from http://artsresearch.brighton.ac.uk/links/practice-led/4_research.pdf
Buchanan, R. (1992). Wicked problems in design thinking. Design Issues, 8(2), 5-21.
Buchanan, R. (2001). Design research and new learning. Design Issues, 17(4), 3-23.
Buchanan, R. (2007). Strategies of design research: Productive science and rhetoric in-quiry in design research now. In R. Michel (Ed.), Design research now (pp. 55-66). Basel: Birkhäuser.
Busch, K. (2009). Artistic research and the poetics of knowledge. Art & Research: A Journal of Ideas, Contexts and Methods, 2(2). Retrieved August, 2013, from http://www.artandresearch.org.uk/v2n2/busch.html
Buttignol, M. (1997).Encountering little Margie, my child as self-artist: Pieces from and art-based dissertation. In Diamond, C.T. P. & Mullen, C. A. (Eds.). The postmod-ern educator: Arts-based inquiries and teacher development. New York: Peter Lang.
Cahnmann-Taylor, M. (2008). Arts-based research: Histories and new directions. In M. Cahnmann-Taylor & R.Siegesmund (Eds.), Arts-based research in education: Foundations for practice (pp. 3-15). New York: Routledge
Candy, L. (2006). Practice based research: A guide. Retrieved from http://www. crea-tivityandcognition.com/resources/PBR%20Guide-1.1-2006.pdf
Carroll, K. L. (1997). Researcg paradigms in art education. In S. D. La Pierre & E. Zimmerman (Eds.) Research methods and methodologies for art education (pp. 171-192). Reston, VA: Nation Art Education Association.
Churchman, C. W. (1971). The design of inquiring systems, basic concepts of systems and organizations. New York: Basic books.
Collinson, J. A. (2005). Artistry and analysis: Student experiences of UK practice-based doctorates in art and design. International Journal of Qualitative Studies in Educa-tion, 18(6), 713-728.
Cools, J. (1999). Academization and its impact on research in art colleges: An optique belge. Retrieved from http://www.zhdk.ch/fileadmin/data_subsites/data_zdok/Pub09_PDFs/zdok9_cools.pdf
Cornock, S. (1983). Methodology for students of fine art. Journal of Art & Design Ed-ucation, 2(1), 81-99.
Cornock, S. (1984). Strategies in fine art. Journal of Art & Design Education, 3(2), 141-159.
Costa, A. L.( 2001). Developing Minds: A Resource Book for Teaching Thinking, (3nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development
Costley, C., & Armsby, P. (2007). Methodologies for undergraduates doing practitioner investigation at work. Journal of Workplace Learning, 19(3), 131-145.
Coumans, A. (2003). Practice-led research in higher arts education. Retrieved from http://paradox.wimbledon.ac.uk/files/practice-led.pdf
Cresswell, J. W. (1994). Research design: Qualitative & quantitative approaches. London, UK: Sage Publication.
Christie, K. & Kaminski, K. (2002). Creative problem solving at the united way. Com-munique,13, 8-11.
Cross, N., Naughton, J., & Walker, D. (1981). Design method and scientific method, in Jacques, R and Powell, J (Eds.), Design: Science: Method. Westbury House, Guildford.
Cross, N. (1994). Engineering design method: Strateges for product design (2ed.). Phichester: John Willey and Son.
Cross, N.(1998). Editorial. Design Studies,19(1), p2.
Cross, N. (2001). Designerly ways of knowing: Design discipline versus design science. Design Studies, 17(3), 49-55.
Cross, N. (2007a). Designerly ways of knowing. (Board of International Research in Design). Basel: Birkhäuser.
Cross, N. (2007b). From a Design science to design discipline: Understanding des-ignerly ways of knowing and thinking in design. In R. Michel (Ed.), Design re-search now (pp. 41-54). Basel: Birkhäuser.
Dewey, J. (1934, 1980). Art as experience. New York: G. P. Putnam’s Sons.
Deleuze, G. & Gusttari, F. (1983). On the time. (Johnston, J. Trans.) New York: Semiotext(e), Inc.
Deming, W. E. (1986). Out of the crisis, quality, productivity, and competitive position. Cambridge: Cambridge University.
Denzin, N. K. (2001). The reflexive interview and a performative social science. Qualitative Research, 1(1), 23-46.
Dilnot, C. (1999). How should we conceptualize design such that research into it or through it can be ′useful & critical′? HEL99, 1-17.
Donmoyer, R. & Yennie- Donmoyer, J. (1995). Data as drama: Reflections on the use of readers theatre as an artistic mode of data display. Qualitative Inquiry, 1(4), 402-428.
Dorst, K. & Dijkhuis, J. (1995). Comparing paradigms for describing design activity. Design Studies,16, 261-274.
Dorst, K. (2008). Design research: a revolution-waiting-tohappen. Design Studies, 29, 4-11.
Downton, P. (2003). Design research. Melburne: RMIT University Press.
Dunlop, R. (1999). Boundary Bay: A novel. Unpublished doctoral dissertation. Van-couver: The University of British Columbia.
Durling,D. (2000). Reliable knowledge in design. Working Paper in Art and Design1. 2010/4/14 Retrieved from URL.
Ebbutt, D. (1985). Issues in action research. In D. Ebbutt & J. Elliott (Eds.), Issues in teaching for understanding (pp. 161-162). London: Longman.
Edelson, D. C. (2002). Design research: What we learn when we engage in design. The Journal of the Learning Science, 11(1), 105-121.
Eisner, E. (1991). The enlightened eye: Qualitative inquiry and the enhancement of ed-ucational practice. New York: Macmillian
Eisner, E.W. & Barone, T. (1997). Art-based educational research. In R. M. Jaeger (Ed.) Complementary methods for researcher in education (2nd ed., pp.73-94). Wash-ington, DC: American Educational Research Association. (Origional work pub-lished 1988).
Eisner, E., & Barone, P. (2006). Art-based educational research (3rd ed.). In J. Green, G. Camili & P. Elmore (Eds.), Handbook of complimentary methods in education re-search (pp. 95-110). Mahwah, NJ: Lawrence Erlbaum Associates.
Elliott, J. (1991). Action research for educational change. Milton Keynes : Open Uni-versity
Elkins, J. (2004). Theoretical Remarks on Combined Creative and Scholarly PhD De-grees in the Visual Arts. The Journal of Aesthetic Education, 38(4), 22-31.
Elo, M. (2009). Passages of articulation: art and research touching. In N. Nimkulrat & T. O’Riley (Eds.), Reflections and connections: On the relationship between produc-tion and academic research (pp. 19-26). Helsinki, Finland: University of Art and Design Helsinki.
Fallman, D. (2003). Design-oriented human-computer interaction. In Proceedings of CHI 2003 Conference on Human Factors in Computing Systems. CHI Letters, 5(1), 225-232.
Findeli, A. (1995). Design history and design studies: Methodological, epistemological and pedagogical inquiry in design. Design Issues, 11(1), 43-65.
Findeli, A. (1999). Introduction. Design Issues, 15(2), 1-3.
Feldman, E. (1987). The varieties of visual experience (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Finlay, L. (2009). Debating phenomenological research methods. Phenomenology & Practice, 3(1), 6-25.
Flavell, J. H. (1976). Metacognition aspects of problem solving. In L. B. Resnick (Ed.). The nature of intelligence (pp.231-276). Hillsdale, NJ: Erlbaum.
Florentine Films (producer). & Bums, K. (Director). (2000). Jazz: The story of Amer-ica’s music [ motion picture]. Washton, D.C.: PBS Home video.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cogni-tive-development inquiry. American Psychologist, 34, 901- 911.
Flavell, J. H. (1999). Cognitive development: Children’s knowledge about the mind. Annual Review of Psychology, 50, 21-43.
Frankel, L. (2009a). Communicating design research knowledge: A role for ethno-graphic writing. Retrieved from http://gsct3237.kaist.ac.kr/e-lib/Conferences/IASDR/2009/Papers/Orally%20Presented%20Papers/Design%20Method/Communicating%20Design%20Research%20Knowledge%20-%20A%20Role%20for%20Ethnographic%20Writing.pdf
Frankel, L., Racine, M. (2010). The complex field of research: for design, through de-sign, and about design. Retrieved from
http://www.designresearchsociety.org/docs-procs/DRS2010/PDF/043.pdf
Frayling, C. (1993/1994). Research in art and design. Royal College of Art: Research Paper, 1(1), 1-5.
Fraying, C. (1997). Practice-based Doctorates in the Creative and Performing Arts and Design Council for Graduate Education/CEDAR, University of Warwick: War-wick, UK.
Freeman, T., Wolfe, P., Littlejohn, B., & Mayfield, N. (2001). Measuring success: Sur-vey shows CPS impacts Indiana. Communique,12, 1-6.
Friedman, K. (2000). Creating Design Knowledge: from research into practice. Paper presented at the IDATER 2000 (International Conference on Design and Technol-ogy Educational research and Curriculum Development).
Friedman, K. (2003). Theory construction in design research: Criteria, approach, and methods. Design Studies, 24(6), 507-522.
Friedman, K. (2008). Research into, by and for design. Journal of Visual Arts Practice, 7(2). 153-160.
Freitas, N. (2007). Activating a research context in art and design practice. International Journal for the Scholarship of Teaching and Learning, 1 (2), 1-15. Retrieved from http://www, georgiasouthern,edu/[jsot]
Frost, D. (1995). Integrating systematic enquiry into everyday professional practice: Towards some principles of procedure. British Educational Research Journal, 21(3), 307-321.
Garoian, C. R. (1999). Performing pedagogy: Toward an art of politics. New York: State University of New York Press.
Gerbner, G. (1995). The problem is problem. Massage originally postered to Com-serve@vim.list. Rpi. Edu. Retrieved from Http://kerlins.net/bobbl/research/qualresearch/problem.html
Gedenryd, H. (1998). How designers work: making sense of authentic cognitive activity. Lund University.
Gildford, J. P.( 1963). Intellectual resources and their values as seen by scientists, In C. W. Taylor and F. Barron (Eds.), Scientific Creativity: Its Recognition and Devel-opment. New York: Wiley.
Gillham, B. & McGilp, H. ( 2007). Recording the creative process: An empirical basis for practice-integrated research in the arts. Journal of Art and Design Education, 26(2), 177-184.
Giorgi A. (1989) Some theoretical and practical issues regarding the psychological phenomenological method. Saybrook Review 7, 71-85.
Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28 ( 2), 235- 260.
Giorgi, A. (2008). Concering a serious misunderstanding of the essence of the phe-nomenological method in psychology. Journal of Phenomenological Psychology, 39, 33-58.
Glesne, C. (1999). Becoming qualitative researchers. Addison Wesley Longman
Gordon, C. (1991). Governmental rationality: An introduction. In G. Burchell, C. Gor-don, & P. Miller (Eds.), The Foucault effects. Studies in Governmentally (pp. 1-51). Chicago: University of Chicago Press.
Gray, C. & Pirie, I. (1995). Artistic’ research procedure: Research at the edge of chaos. Retrieved from http://design.osu.edu/carlson/id785/ead.pdf
Gray, C. (1996). Inquiry through practice: Developing appropriate research strategies. Retrieved from http://www2.rgu.ac.uk/criad/cgpapers/ngnm/ngnm.htm
Gray, C. (1998). Inquiry through practice. In P. Strandman (Ed.), No guru, no method? (pp.82-95). Helsinki, Finland: University of Art and Design.
Gray, A. & Mallins, J. (1993). Research procedures/methodology for artists and design-ers, principles and definitioins. Winchester School of Art, 33-34.
Gray, C., & Malins, J. (2004). Visualizing research: A guide to the research process in art and design. Burlington, VT: Asbgate.
Gregory, S. A. (1967). The design method. London, Uk: Butterworth.
Hales, C. (1987). Analysis of engineering design process in an industrial context. Eas-tleigh, UK: Gants Hill Publication.
Hamilton, J. & Janniste, L. (2010). A connective model for the practice-led research exegesis: An analysis of content and structure. Journal of Writing in Creative Practice, 3(1), 31-44.
Haseman, B. (2006). A manifesto for performative research, Media International Aus-tralia Incorporating Culture and policy,118, 98-106.
Haseman, B. ( 2007). Rupture and recognition: Identifying the performative research paradigm. In E. J. Barrett & B. R. Bolt (Eds.). Practice as research: Approaches to creative arts inquiry (pp.147-157). London, UK: I.B. Tauris & Co Ltd.
Haseman, B. & Mafe, D. (2009). Acquiring know-how: Research training for prac-tice-led researchers. In Hazel Smith & Roger T. Dean (Eds.), Practice-Led Re-search, Research-Led Practice in the Creative Arts (pp.211-228). Edinburgh: Ed-inburgh University Press.
Heskett, J. (2002). Toothpicks and logos. Design for the Everyday Life. Oxford: Oxford University Press
Hockey, J. (2007). United Kingdon’s art and design practice-based PhDs: Evidence from students and their supervisors. Studies in Art Education, 48(2), 155-171.
Howard-Jones, P. A. (2002). A dual-state model of creative cognition for supporting strategies that foster creativity in the classroom. International Journal of Tech-nology and Design Education, 12(3), 215-226.
Hunt, K. (1998). Notes from Gary Davis''s creativity is forever. Retrieved from http://members.optusnet.com.au/charles57/Creative/Brain/cps.htm
Irwin, R., & de Cosson, A. (2004). (Eds.). A/r/tography: Rendering self through arts based living inquiry. Vancouver, BC: Pacific Educational Press
Ivanic, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220-245
Isaksen, S.G. , Puccio, G. J., & Treffinger, D. J. (1993). An ecological approach to crea-tivity research: Profiling for Creative problem solving. Journal of Creative Be-havior, 27(3). 149-170.
Isaksen, S.G., & Treffinger, D. J. (2004). Celebrating 50 years of reflective practice: Versions of creative problem solving. The Journal of Creative Behavior, 38(2), 75-101.
Jackson, A. Y. (2004). Performativity identified. Qualitative Inquiry, 10(5), 673-690.
James, W. (1890/ 1952). The principles of psychology, 1. New York: Henry Holt.
Jonas, W. (2007). Design research and its meaning to the methodological development of the discipline. In R. Michel (Ed.), Design Research Now (Pp. 187-208). Basel: Birkhäuser.
Jones, C., & Thornley, D (Eds.) ( 1963). Conference of design methods. Oxford Eng-land Pergamon.
Jordan, P. (2004). Recent development in practice-led research in art and design. Re-trieved from http://artsresearch.brighton.ac.uk/links/practice-led/Jordan% 202004.pdf
Kilbourne, B. (1998). For the love of teaching. London, Onterio: Althouse Press.
Kill, R. (2006). Coming in from the cold: Imperialist legancies and tactical criticalities. International Journal of Art and Design Education, 25(3), 308-312.
Kjǿrup, S.( 2002). Kunstens filsofi-en indfǿring I ώstetik. Roskilde: Roskilde.
Klein J. (2010). What is artistic research. Published in German in : Gegenworte 23, Ber-lin-Brandenburgische Academie der Wissenschaften. Retrieve from
http://media.researchcatalogue.net:8080/rclive/master/32_15299_01324325164_00001.pdf?key=37d7c41e409d46c6dcf4e70c1c046be3&timeout=1377356400
Kluwe, R. H. (1987). Executive decisions and regulation of problem solving behavior, In F. Weinert & R. Kluwe (Eds.). Metacognition, Motivation, and understanding (pp.1-19). Hillsdale, NJ: Erlbaum.
Knowles, J. G.,& Cole, A. (2008). Handbook of the arts in qualitative inquiry: Perspec-tives, methodologies, examples, and issues. Thousand Oaks, CA: Sage.
Krippendorff, K. (2006). The semantic turn: A new foundation for design. Boca Raton: Tylor & Francis.
Lawson, B. (1980). How designers think. London: Architectural Press.
Lawson, B. (2002). How Designers Think. The Design ProcessDemystified.3ed.
Oxford: Architectural Press. Original ed. 1980.
Lawson, B. (2003). How designers think, 4th ed. The design process demystified. Boston: Architectural Press.
Lawson, B. (2005). How designers think: The design process demystified. Boston: Ar-chitectural Press.
Laurel, B. (2003). Design research: Methods and perspectives. Cambridge, MA: MIT Press.
Leavy, P. (2009). Method meets arts: Arts-based research practice. New York: The Guildford Press.
Levine, S. K. (2000). Art based research: A philosophical perspective. A revised version of “Researching imagination: imagining research”. A Journal of the Arts and Communication,2,
Leggo, C. (2008). The ecology of personal and professional experience: A poet’s view. in M. Cahnmann Taylor & R. Siegesmund (Eds.), Arts-based research in educa-tion: Foundations for practice(pp. 89-97). New York: Routledge.
Lewin, K. (1948). Resolving social conflicts. New York: Harper and Brothers.
Lupton, E. (1998). Deconstruction and graphic design: History meets theory. In S. Heller (Ed.), The education of graphic designer. New York: Allworth Press.159-162.
Lycouris, S. (2011). Practice-led research in arts, design and architecture. In T. Fell, K. Flint, & I. Haines (Eds.). Professional Doctorates in the UK 2011(pp. 62-70). UK Council for Graduate Education, Lichfield, Staffordshire.
Mafe, D. & Brown, A. R. (2006). Emergent maters: Reflections on collaborative prac-tice-led research. Speculation and innovation: Applying practice led research in the creative industries, 1-19. Queensland University of Technology: Bribanne, Australia.
Mäkelä, M., Nimkulrat, N., & Dash D. P. (2011). On reflecting and making in artistic research. Journal of Research Practice, 7(1), 1-12. August 2013 Retrieved from http://jrp.icaap.org/index.php/jrp/article/view/280/255
Mäkelä, M. (2007). Knowing through making: The role of artefact in practice-led re-search. Know Techn Pol, 20, 157-163.
Mäkelä , M., & Routarinne, S. (2006). Connecting different practices. In M. Mäkelä & S. Routarinne (Eds.), The art of research: Research practices in art and design (pp. 10-38). University of Art and Design Helsinki, Finland.
Mäkelä , M. (2009). The place and product(s) of making in practice-led research. In N. Nimkulrat & T. ÓRiley (Eds.), Reflections and connections: On the relationship between production and academic research (pp. 29-37). Helsinki, Finland: Uni-versity of Art and Design.
Malins, J. & Gray, C. (1995). Appropriate research methodologies for artists, designers & craftspersons: Research as a learning process. Retrieved from http://carolegray.net/Papers%20PDFs/cc.pdf
Marion, J. L. (2002). Being given: Towards a phenomenology of givenness. Translated by Jeffrey L. Kossky, Palo Alto: Stanford University Press.
Marshall, T., & Newton, S. (2000). Scholarly design as a paradigm for practice-led re-search. Working papers in Art and Design 1. Retrieved from http://sitem.herts.ac.uk/artdes_ researchpapers/wpades/vol1/douglas2.htm
Marshall, J. (2008). Visible thinking: Using contemporary art to teach conceptual skills. Art Education, 61(2), 38-45.
Marchant, G. J. (1989). Meta-teaching: A metaphor for reflective teaching. Education, 109(4), 487-489.
McCullagh, K. (2000). Design praxis: Towards a design context rooted in design prac-tice. In Becoming Designers: Education and Influence, In E. Dudley and S. Meal-ing (Eds.), 39-52. Bristol, UK: Intellect Books.
McCutcheon, G., & Jung, B. (1990). Alternative perspectives on action research. The-ory into Practice, 29(3), 144-151.
McNiff, J. (1988). Action research: Principles and practice. London: Macmillan.
McNiff, S. (1998). Art-based research. London, UK: Jessica Kingsley Publisher.
Meichenbaum, D. (1985). Teaching thinking: A cognitive behavioral perspective. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.). Thinking and learning skill, Vol. 2: Pesearch and open questions. Hillsdale, NJ: Lawrence Associates.
Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
Metcalfe, J. (2000). Metamemory: Theory and data. In E. Tulving & F. I. Craik (Eds.), The Oxford handbook of memory (pp. 197-211). New York, NY: Oxford Univer-sity Press.
Mills, C. W. (1959). The sociological imagination. New York: Oxford University Press.
Montag, D. (2000). Research through creative practice (pp. 5-12). Bioglyphs: Generat-ing images in collaboration with nature’s events. PhD. Thesis of University of Hertfordshire. Retrieved June, 2013 from
http://sitem.herts.ac.uk/artdes_research/resdegs/model/chap1.pdf
Mullen, C. A. (2003). Guest editors introduction: A self fashioned gallery of aesthetic practice. Qualitative Inquiry, 9(2), 165-181.
Nachmanovitch, S. (1990). Free play: The power of improvisation in life and the arts. New York: Tarcher/Putnam Books.
Nelson, H. & Stolterman, E. (2003). The design way: Intentional change in an unpre-dictable world. Englewood Cliffs, NJ: Educational Techonology Publications.
Newbury, D. (1996a). Research perspectives in art and design. Birmingham, UK: The Research Training Instiative, University of Central England.
Newbury, D (1996b). Viewpoint: Knowledge and research in art and design. Desing Studies, 17(2), 215-219.
Nickols, F. The knowledge in knowledge management. In The Knowledge Management Yearbook 2000-2001, eds. J. W. Cortada and J. A. Woods, 12-21. Butter-worth-Heinemann : Boston, MA, 2000.
Nimkulrat, N. (2009). Paperness: Expressive material in textile art from an artist’s viewpoint. Helsinki, Finland: University of Art and Design Helsinki.
Nimkulrat, N. (2011). Problems of practice-based doctorates in art and design: A view-point from Finland. In C. Costley & T. Fell (Eds.), 2nd International Conference on Professional Doctorates (pp.58-61). Middlesex University, London and UK Council for Graduate Education, Lichfield, Staffordshire.
Noppe, L. D. (1996). Progression in the service of the ego, cognitive styles, and creative thinking. Creative Research Journal, 8, 369-383.
Noy, C. (2003). The write of passage: Reflections on writing a dissertation in narrative methodology. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 4(2), Art. 39, Rrtrived from http://qualitative-research.net/fqs-texte/2-03/02-03noy-e.htm
OECD. (2002). Proposed standard practice for surveys on research and experimental development. Frascati Mannual (5th ed.). Paris, France: OECD.
Olomo, O. O., & Jones, J. L. (2008). Sista docts, REDUX. In M. Cahnmann-Taylor & R. Siegesmund (Eds.) Art-based research in education: Foundations for practice (pp194-207). New York: Routledge.
Osborn, A. F. (1952). Wake up your mind: 101 ways to develop creativeness. New York: Scribners.
Osborn, A. F. (1953, 1957, 1963, 1967 ). Applied imagination: Principles and proce-dures of creative thinking. New York: Scribners.
Owen, C. L. (1998). Understand design research: Toward an achievement of balance. Design Studies,19(1).9-20
Pearse, R. (1983). Brother, can you spare a paradigm? The theory beneath the practice. Studies in Art Education,24(3), 158-163.
Pearse, R. (1992). Beyond paradigms: Art education theory and practice in a postpara-digmatic world. Studies in Art Education, 33(4), 244-252.
Pedgley, O. (2007). Capturing and analyzing own design activity. Design Studies,28, 463-483.
Pentikäinen, J. (2006). The reconciliation of the hostile ones: writing as a method in art and design research practices. Working Paper in Art and Design, 4. Retrieved from URL, http://www.herts.ac.uk/artdes/vol4/jpfull.html
Polanyi, M. (1962). Tacit knowledge: Its bearing on some peoblems of philosophy. Rev. Mod. Phys, 34, 601-618.
Pontis, S. (2010). Types and approaches of (Design) research. Rretrieved from http://sheilapontis.wordpress.com/2010/11/05/types-and-approaches-of-design-research/
Refsum, G.. (2004). Research, development project or art/design process? contribution to clarifying terminology. Paper presented at CUMULUS Conference. The Zone: An Area of Transition R3Reflexivity in the Research Process.
Rittel, H. W. J. & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences,4, 135-169.
Rolling, J. H. (2010). A paradigm analysis of art-based research and implications for education. Studies in Art Education, 57(2), 102-114.
Rolling, J. H. (2013). Moving pictures: Reshaping the qualitative- quantitative divide through the currents of arts-based research. In C. J. Stout (Ed.), Teaching and ler-aning emergent research methodologies in art education (pp. 77-95). Reston, VA: NAEA.
Roth, S. (1999). The state of of design research. Design Issues, 15(2), 18-26.
Rust, C. Chamberlain, & P. Roddis, J. (2000). A practice-centred approach to research in industrial. Design Proceedings of Design Plus Research Conference, Politec-nico Di Milano
Rust, C. (2007). Unstated contributions: How artistic inquiry can inform interdiscipli-nary research. International Journal of Design,1(3), 69-76.
Rust, C., Mottram, J., & Till, J. (2007). AHRC Research Review: Practice-led Research in Art, Design, and Architecture (2nd ed.). Bristol, UK: Arts & Humanities of Re-search Council.
Ryle, G. (1949).The concept of mind. London, UK: Hutchinson.
Saldana, J., & Wolcott, H. F. (2001). Finding my place: The brad trilogy. A play adapted by Johnny Saldana from the works of and in collaboration with Harry F. Wolcott. Performance Draft Tempe, AZ: Arizona State University Department of Theatre
Sanders, J. H. III. (2006). Performing arts-based education research: An epic drama of practice, precursors, problems and possibilities. Studies in Art Education, 48(1), 89-107.
Sandell, R. (2006). Form＋Theme＋Context: Balancing considerations for meaningful art learning. Art Education, 59(1), 33-37.
Sandell, R. (2009). Using Form＋Theme＋Context (FTC) for rebalancing 21st-century art education. Studies in Art Education, 50 (3), 287-299.
Saye, N. (2002). More than “ once upon a time:” Fictions as a bridge to knowing. Un-published doctoral dissertation. Georgia Southern University
Schneider, B. (2007). Design as practice, science and research. In R.Michel (Ed.), De-sign Research Now (pp. 207-218). Basel: Birkhäuser.
Schneider, W. &Borkowski, J. G., Kurtz, B. & Kerwin, K.( 1986). Metamemory and motivation: A comparison of strategy use and performance in German and Amer-ican children. Journal of Cross-Cultural Psychology, 17(3), 315-336.
Schon, D. (1983). The reflective practioner. New York: Basic Books.
Schön, D. (1985). The design studio: An exploration of its traditions and potentials. London: RIBA Publication.
Schön, D. (1987). Educating the reflective practitionerr: Toward a New Design for Teaching and Learning in the Professions. The Jossey-Bass Higher Education Se-ries. San Francisco, CA: Jossey-Bass Inc.
Schneider, W., Borkowski, J. G., Kurtz, B., & Kerwin. K. (1986). Metamemory and motivation: A comparison of strategy use and performance in German and Ameri-can children. Journal of Cross-Cultural Psychology,17(3), 315-336.
Scopa, K. & Gray, C. (2000). Research through practice: Position the practitioner as re-searcher. Working Papers in Art and Design1. 2010/4/10 retrieved from UPL http://sitem.herts.ac.uk/artdes_researchpapers/wpades/vol1/douglas2.html
Scrivener, S. (2000). Toward the operationalisation of design research as reflection in and on action and practice. In The Doctoral Education in Design: Foundation for the Future, La Clusaz, France.
Scrivener, S. (2006). Visual art practice reconsidered: Transformational practice and the academy. In M. Mäkelä & S. Routarinne (Eds.), The art of research: Research practices in art and design (pp. 156-179). Helsinki, Finland: University of Art and Design.
Scrivener, S.A. (2009) The Roles of Art and Design Process and Object in Research. Reflections and Connections. On the relationship between creative production and academic research. University of Art and Design Helsinki and authors. Pp. 69-80.
Sevaldson, B. (2010). Discussions & movements in design research: A systems ap-proach to practice research in design. Formakademisk, 3(1), 8-35.
Simon, H. (1969). The science of the artificial. Cambridge. MA: MIT Press.
Sinner, A., Leggo, C., Irwin, R. L., Gouzouasis, P, & Grauer, K. (2006). Arts‐based educational research dissertations: Reviewing the practices of new scholars. Ca-nadian Journal of Education, 29(4), 1223‐1270. Retrieved from http://www.csse-scee.ca/CJE/Articles/FullText/CJE29-4/CJE-4-Sinneretal.pdf
Smith, H., & Dean, R. T. (2009). Introduction. In H. Smith & R. T. Dean (Eds.), Prac-tice-led research, research-led practice in the creative arts (pp. 1-38). Scholand, UK: Edinburg University Press.
Somekh, B. (1995). The contribution of action research to development in social en-deavors: A position paper on action research methodology. British Educational Research Journal, 21(3), 339-356.
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincolin (Eds.). Qualitative research (3rd ed.) (pp.443-466). London, UK: Sage.
Stewart, J. & Landine, J.( 1995). Study skills form a metacognitive perspective. Guid-ance & Counseling, 11(1), 16-20.
Steward, R. (2001). Practice vs praxis: Constructing models for practitioner-based re-search. TEXT, 5(2). Retrieve from http://www.textjournal.com.au/oct01/stewart.htm
Stewart, R. (2007）. Creating New stories for Praxis: Navigations, narrations, Neo-narratives. In E. Barrett & B. Bolt (Eds.) Practice as research: Approaches to creative arts inquiry. 147-157.NY: L.B. Tauris & Co Ltd. 122-133.
Sullivan, A. M. (2000). Notes from a marine biologist’s daughter: On the art and sci-ence of attention. Harvard Educational Review, 70(2). 211-227.
Sullivan, G. (2004). Studio art as research practice. In E. Eisner, & M. Day (Eds.), Hands Book of Research and Policy in Art Education (pp. 751-814). Mahwah, NJ: Lawrence Erlbamm.
Sullivan, G. (2005). Art practice as research: Inquiry in the visual arts. San Francisco, CA: Sage.
Sullivan, G. (2006). Research acts in art practice. Studies in Art Education 48(1), 19-35.
Sullivan, G. (2009). Making space: The purpose and place of practice-led research. In H. Smith & R. T. Dean (Eds.). Practice-led research, research-led practice in the creative arts (41-65). Edinburg, UK: Edinburg University Press.
Svenungsson, J. (2009). The writing artist. Art & Research, 2 (2), 1-6. Retrieved March 1, 2010, from http://www.artandresearch.org.uk/v2n2/sevenungsson.html
Swanwick, K. (1979). A basis for music education. England: NFER Publishing.
Taylor, M. C. (2001). The moment of complexity: The emergence of network culture. Chicago, IL: University of Chicago.
Trenffinger, D. J., Isaksen, S. G. & Firestien, R. L. (1982). Handbook for creative learning. Sarasota, FL: Center for Creative Learning.
Trenffinger, D. J., Isaksen, S. G. & Dorval, K. B. (1994a). Creative problem solving: An introduction. (Revised ed.). Sarasota, FL:Center for Creative Learning.
Trenffinger, D. J., Isaksen, S. G. & Dorval, K. B. (1994b). Creative problem solving: An overview. In M. A. Runco (Ed.), Problem finding, problem solving, and crea-tivity (pp. 223-236). Norwood, NJ: Ablex.
Ullmark,. P. (2011). Research and design practice- An exploratory update of Donald Schön. Nordic Design Research Conference 2011, Helsinki.
Vihma,S. (1989). Semantic vision in design. Procedding from the Symposium on Design Research and Semiotics, University of Industrial Arts, Helsinki, 17-18.
Wasson, C. (2000). Ethnography in the field of design. Human Organization, 59(4), 377-388.
Weinert, F. E. (1987). Introduction and overview: Metacognition and motivation as de-terminants of effective learning and understanding. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp.1-19). Hillsdale, NJ: Erlbaum.
West, C. (1991). Theory, paradigms, and politics. In J. Arac & B. Johnson (Eds.), Consquences of theory (pp. 22-38). Baltimore: The Johms Hopkins University Press.Wertz, F. J. (2005). Phenomenological research methods for counseling psychology. Journal of Counseling Psychology, 52(2), 167-177.
Wilson, M. (2008). Summary of the ‘state of play’ in practice-led research in Art, De-sign, and Architecture for AHRC/CHEAD joint initiative. CHEAD Practice-led Research Report,7, 1-13. University of Brighton. Retrieved August 2013 from
http://arts.brighton.ac.uk/__data/assets/pdf_file/0006/43098/CHEAD_AHRC_Practice-led_Research_Report_2008.pdf
Yee, J. S. R. (2007). Connecting practice to research (and back to practice): Making the leap from design practice to design research. In The International Conference of Design Principles and Practices 2007, London, UK.
Yee, J. S. R. (2010). Methodological innovation in practice-based design doctorates. Journal of Research Practice, 6(2), Article M15. Retrieved from http://jrp.icaap.org/index.php/jrp/article/view/196/193
Yin, R. K. (1993). Applications of case study research. London:SAGE.