Elliott, S. (2001). Some Thoughts about Viewing Art in Schools: Building Viewing Art Categories with Students. British Columbia Art Teachers Association Journal, 41 (2), 17-21.

Luce-Kapler, R. (in press). The sideshadow interview: Illuminating process, 36 pp.

Dobson, T.M. & Luce-Kapler, R. (2005). Stitching texts: Gender and geography in Frankenstein and Patchwork Girl. Changing English, 12(2), 265-277.

Luce-Kapler, R & Dobson, T. M. (May/June 2005). In search of a story: Reading and writing E-literature. Reading Online, 8(6). Available at http://www.readingonline.org

Luce-Kapler, R. (2003). Orality and the poetics of curriculum. Journal of the Canadian Association for Curriculum Studies, 1 (2), 79-93.

Luce-Kapler, R. (December 2003). Melopoeia: Syncope, Interruption and Writing. Educational Insights, 8 (2). Available at http://www. ccfi.educ.ubc.ca/publication/insights/v08n02/contextualexplorations/ voices/lucekapler.html

O'Farrell, L. and Meban, M. (2003). Arts education and instrumental outcomes: An introduction to research, methods and indicators. A background paper prepared for the UNESCO Expert Symposium on Arts Education in Asia. Published on-line in 2003 by UNESCO. Available at http://www.unescobkk.org/culture/artseduAsia

Upitis, R., Smithrim, K., Patteson, A., & Meban, M. (2001). The effects of an enriched elementary arts education program on teacher development, artist practices, and student achievement: Baseline student achievement and teacher data from six Canadian sites. International Journal of Education and the Arts, 2(8), Available at http://ijea.asu.edu/v2n8/.

Smithrim, K., Upitis, R., Patteson, A., & Meban, M. (2000). Get public or perish. Language and Literacy, 2(1).

O'Farrell, L. (2003) ANRAT and IDEA: Partners in a great enterprise. Trait d'union (Journal of ANRAT � French Association for Theatre and Education) 4 (November), 5-6.

O'Farrell, L. and Meban, M. (2003). Arts education and instrumental outcomes: An introduction to research, methods and indicators. A background paper prepared for the UNESCO Expert Symposium on Arts Education in Asia. Published on-line in 2003 by UNESCO. www.unescobkk.org/culture/artseduAsia

O'Farrell, L. (2003) Writing arts Curriculum in a public sector-private sector partnership, Published online by UNESCO on the Lea International Website (Links to Education and Art). http://portal.unesco.org/culture/en/ev.php@URL_ID=6823&URL_DO =DO_TOPIC&URL_SECTION=201.html

O'Farrell, L. (2003) International research issues in arts education, Published on-line by UNESCO on the Lea International Website (Links to Education and Art). Available at http://portal.unesco.org/culture/en/ev.php@URL_ID=6823&URL_DO =DO_TOPIC&URL_SECTION=201.html

O'Farrell, L (2003) (Contributing expert). Final report on the meeting of experts in Arts Education in European and North American region. UNESCO. Abstracts and/or papers read

Patteson, A. (2004) Telling Tales: Story telling and the family. [Review of the book]. Canadian Journal of Education, 26 (4), 517-520.

Patteson, A. (2004). "The Hours" is about Moments [Review of the film: The Hours]. International Journal of Education and the Arts, 2 (8).

Patteson, A. (2004, in press). A seven -year case study of an elementary teacher and her relationship with the arts: Amazing grace and powerful mMedicine. Canadian Journal of Education.

Upitis, R., Smithrim, K., Patteson, A., & Meban, M. (2001). The effects of an enriched elementary arts education program on teacher development, artist practices, and student achievement: Baseline student achievement and teacher data from six Canadian sites. International Journal of Education and the Arts, 2(8), Availabe at http://ijea.asu.edu/v2n8/.

Smithrim, K., Upitis, R., Patteson, A., & Meban, M. (2000). Get public or perish. Language and Literacy, 2(1).

Smithrim, K., & Upitis R. (2005). Learning Through the Arts: Lessons of engagement. Canadian Journal of Education, 28(1&2), 109-127.

Smithrim, K. (2004). The Possible's slow fuse. The Mountain Lake Reader, 60-66.

Smithrim, K. (2003). Preserving the humanity of the musical experience: The trouble with research. Ostinato, 29(2), 5-11.

Smithrim, K., & Upitis, R. (2003). Contaminated by peaceful feelings: The power of music. Canadian Journal of Music Education.

Smithrim, K. & Upitis, R. (2002). Strong poets: Teacher education and the arts. Journal of Professional Studies, 9(1), 19-29

Upitis, R., Smithrim, K., Patteson, A., & Meban, M. (2001). The effects of an enriched elementary arts education program on teacher development, artist practices, and student achievement: Baseline student achievement and teacher data from six Canadian sites. International Journal of Education and the Arts, 2(8), Available at http://ijea.asu.edu/v2n8/.

Smithrim, K., Upitis, R., Patteson, A., & Meban, M. (2000). Get public or perish. Language and Literacy, 2(1).

Smithrim, K. (1999). A wonderful thing happened on the way to ISME. The Recorder, 42 (2), 15-16.

Smithrim, K. (1999). Rescued in Budapest: My first ISME early childhood commission. Music Time: Newsletter of the Early Childhood Music Association of Ontario, 11(1), 1-4.

Upitis, R., Smithrim, K., & Soren, B. (1999). When teachers become musicians and artists: Teacher transformation and professional development. Music Education Research, 1(1), 23-35.

Smithrim, K. (1996). Reweaving the spirit: Music for young children. The Recorder, 38(3), 91-95.

Upitis, R., Davis, J., Brook, J., Peterson, A., Ogden, H., & Troop, M. (2011). German, Icelandic, and Canadian Students' Views of their Learning Spaces: A Cross-cultural perpective. DESIGN Principles & Practices: An International Journal , 4(6), 273–286.

Upitis, R., Abrami, P. C., & Patteson, A. (2010). Approaching environmental issues through electronic portfolios and the arts. Journal of the Canadian Association of Curriculum Studies , 8(1), 68–98.

Upitis, R. (2010). As Artes Perdidas (The Lost Arts). Transl. Portuguese by M. Prathas Linhares. Revista Profissão Docente, Uberaba, 9(19), 1-15.

Upitis, R., Davis, J., Peterson, A., Brook, J., Troop, M., & Ogden, H. (2010). If I could design my own schools: Students’ perceptions of their learning spaces.UNESCO Observatory on Multi-Disciplinary Research in the Arts, 1(5), available at http://www.abp.unimelb.edu.au/unesco/ejournal/vol-one-issue-five.html

Ogden, H., Upitis, R., Brook, J., Troop, M., Peterson, A., & Hughes, S. (2010). Entering school: The impact of entryways and foyers on teachers and students.Journal of Children, Youth, and Environments (CYE), 20(2), 150–174.

Upitis, R., Atri, A., Keely, C., Lewis, A. (2010). Teachers’ Experiences of Professional Development Programs in the Arts: Generalist Teachers as Arts Advocates. UNESCO Observatory on Multi-Disciplinary Research in the Arts, 1(5), available at http://www.abp.unimelb.edu.au/unesco/ejournal/vol-one-issue-five.html

Upitis, R. (2009). Developing Ecological Habits of Mind. International Journal of Education and the Arts. 10(26). Retrieved November 2, 2009, from http://www.ijea.org/v10n26/.

Upitis, R. (2009). Complexity and design: How school architecture influences learning. DESIGN Principles & Practices: An International Journal , 3(2), 123–134.

Upitis, R., Smithrim, K., Garbati, J., & Ogden, H. (2008). The impact of art-making in the university workplace. International Journal of Education & the Arts, 9(8). Retrieved June 12, 2008 from http://www.ijea.org/v9n8/.

Upitis, R. (Ed.) (2008). Arts are basic: Too basic to see? Volume 5 No. 2 of The Journal of the Canadian Association for Curriculum Studies. Ottawa: CSSE. http://www.csse.ca/CACS/JCACS/

Upitis, R. (2007). Four strong schools: Developing a sense of place through school architecture. International Journal of Education & the Arts, 8(1), 1-15. Retrieved June 12, 2007 from http://ijea.asu.edu/v8i1/.

Upitis, R. (Ed.) (2007). Towards an embodied and spiritual curriculum. Volume 5, No. 1 of The Journal of the Canadian Association for Curriculum Studies. Ottawa: CSSE. http://www.csse.ca/CACS/JCACS/

Smithrim, K., & Upitis R. (2005). Learning Through the Arts: Lessons of engagement. Canadian Journal of Education, 28(1&2), 109-127.

Upitis, R. (2004). School architecture and complexity. Complicity: International Journal of Complexity and Education, 1(1), 19-38.

Davis, B. & Upitis R. (2004). Pending knowledge: On the complexities of teaching and l. Journal of Curriculum Theorizing

Upitis, R. (2003). Girls (and boys) and Technology (and toys). Canadian Journal of Education , 26(2), 164-182.

Upitis, R. (2003). In praise of romance. Journal of the Canadian Association for Curriculum Studies, 1 (1), 53-66

Upitis, R. (Ed.)(2003). Making art, making connections. The Journal of the Canadian Association for Curriculum Studies 1 (2). Ottawa: CSSE. http://www.csse.ca/CACS/JCACS/

Smithrim, K., & Upitis, R. (2003). Contaminated by peaceful feelings: The power of music. Canadian Journal of Music Education.

Upitis, R, Smithrim, K., Le Clair, J. (2001). Teachers as artists: Producing an 'instant' opera. Music Education Research, 3(2), 111-120.

Upitis, R., Smithrim, K., Patteson, A., & Meban, M. (2001). The effects of an enriched elementary arts education program on teacher development, artist practices, and student achievement: Baseline student achievement and teacher data from six Canadian sites. International Journal of Education and the Arts, 2 (8), Available at http://ijea.asu.edu/v2n8/.

Upitis, R. (2001). Spheres of influence: The interplay between music research, technology, heritage, and music education. International Journal of Music Education, 37(1), 44-58.

Smithrim, K., Upitis, R., Patteson, A., & Meban, M. (2000). Get public or perish. Language and Literacy, 2(1).

Upitis, R. (1999). Artistic approaches to research. Music Education Research, 1(2), 221-227.

Upitis, R., Smithrim, K., & Soren, B. (1999). When teachers become musicians and artists: Teacher transformation and professional development. Music Education Research, 1(1), 23-35.

Upitis, R. (1995). Teachers as beginning musicians: Their fears and strengths. Canadian Music Educator, 36(4), 29-34.