Michael Downton is an Assistant Professor of Curriculum and Instruction at St. John’s University. He received a B.A. in Psychology from Purdue University and a Ph.D. in Learning and Developmental Sciences from Indiana University. While there, he studied the impact of technology and constructionist learning environments have on arts learning in elementary aged children. He is currently investigating authentic teaching activities for pre-service teachers in higher education settings through a teaching assistant program.
Human learning and development
The arts in inclusive settings
Psychological foundations of learning
Intuitions; teacher education; integration of the Learning Sciences into teacher practice; authentic teaching practices in higher education settings.
INTRODUCTION TO EDUCATION
HUMAN LEARNING & DEVEL-CHILD
LEARNING & DEVELOPMENT - ADOL
THE ARTS IN INCLUSIVE SETTINGS
Downton, M. P. (2016). The aesthetics, creativity and craftsmanship of fourth-graders’ compositions. In: no. Hull: Journal of Music, Technology, and Education. vol. 8,
Downton, M. P. (2015). “That’s What Everyone Else Is Saying…”: Collaborative Reflection-in-Action during Creative Activities.
Portowitz, A., Peppler, K. A., and Downton, M. P. (2014). In Harmony: A technology-based music education model to enhance musical understanding and general learning skills. International Journal of Music Education. vol. 32, pp. 242–260.
Downton, M. P., Peppler, K. A., Portowitz, A., Bamberger, J., and Lindsay, E. (2012). Composing pieces for peace: Using Impromptu to build cross-cultural awareness. Visions of Research in Music Education. vol. 20, pp. 1–37.