Discipline-Based Art Education as the Structural Support of a Language-Arts Intervention Program: Documentation of Cognitive Changes in Certain Elementary-Age Students Page: III
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ACKNOWLEDGMENTS
The author gratefully acknowledges the Hurst-Euless-Bedford Independent School
District and Bedford Heights Elementary School for their cooperation and support during
this study. Additionally, acknowledgment is extended to Mrs. Susan Dilleshaw Green,
MS, C.C.C. - S.L.P., for her assistance in providing an educational environment conducive
to collection of data for this research.
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Stephens, Pamela Geiger. Discipline-Based Art Education as the Structural Support of a Language-Arts Intervention Program: Documentation of Cognitive Changes in Certain Elementary-Age Students, dissertation, December 1996; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc277869/m1/4/: accessed April 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .