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Faggella, Kathy & Horowitz, Janet (1990, Sept). Different child, different style. Instructor, 100(2), 49-54.

Feierabend, John (1990, July-Aug.). Music in Early Childhood. Design for arts in education, 91(6), 15-20 (ERIC Document Reproduction Service No. EJ 419 182)

Feldman, D. H. (1988a). Creativity: Dreams, insights, and transformations. In R. J. Sternberg (Ed.), The nature of creativity (pp. 271-297). New York: Cambridge University Press.

Feldman, David, H., Gardner, H. (1987, Summer). Project Spectrum: Activities handbook. Harvard University.

Feldman, D. H., Gardner, H. (1989, Sept). Project Spectrum: 1887-1989 (Final Annual Report to the Spencer Foundation).

Feldman, D. H., & Goldsmith, L. T. (1991). Nature's gambit: Child prodigies and the development of human potential. New York: Basic Books.

Feldman, David H., Csikszentmihalyi, Mihaly, & Gardner, H. (1994) Changing the world: A framework for the study of creativity. Wesport, Connecticut: Praeger Publishers/Greenwood Publishing Group.

Ferguson, Andrew (1993, November 10). A democracy of dunces? St. Louis Post-Dispatch. p. 01F.

Fernie, David E. (1992, March). Profile: Howard Gardner, Language Arts, 69(3), 220-227 (ERIC Document Reproduction Service No. EJ 439 174)

Feuerstein, Reuven continues to works out of the Jerusalem International Center for the Enhancement of Learning Potential. His life-long work has been to elevate the performance of functionally illiterate people.
Feuerstein, Reuven (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore: University Park Press.
Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore: University Park Press.

Fiske, E. B. (1988, May 24). In Indiana, public school makes "frills" standard. The New York Times. pp. A16-17.

Fiske, E. B. (1992). Smart schools, smart kids. New York: Simon and Schuster.

Fletcher, R. (1991, April-June). Intelligence, equality, character, and education. Intelligence, 15(2), 139-149.

Fodor, J. A. (1983). The modularity of mind: An essay on faculty psychology. Cambridge, Massachusetts: MIT / Bradford Press.

In this and the immediate next writing, Fodor claims that Gardner rejects a central processor form of intelligence that cuts across his eight (8) separate modules. In its stead, Fodor defends the now standard consensus of brain localization, the modularity of mind -- a theory holding that the different forms of human intelligence occupy separate areas of the brain.
The above book is the reference for modularity in the brain, in that the issue of modularization is rich in its possible implementation, truly interdisciplinary and exquisitely written. Fodor articulates a view which gives a richer structure to the mind. Although there are many problems with the notions of "modules", it is so clearly on the right track that many theorists, not including connectionists, have adopted the modularity view in some form or another.
" ... One can measure influence in two ways: Substantive and Sociological. Fodor's ideas about modularity have certainly had a sociological influence. They are widely discussed and cited. But I don't think they have actually contributed anything of substance. We still have no idea whether any or many cognitive capacities are modular, or whether they are all interdependent to various degrees. We also have no idea whether there is really a "general" cognitive capacity over and above particular ("modular") ones, let alone any reason to believe that it could not be studied and understood if it did exist. The concept of "modularity" has become a buzzword and a bandwagon, for everything from cortical functional / anatomic modules of the Mountcastle / Hubel type (nothing to do with Fodorian modules), to current naive functional neo-localizationism PET-abetted), to various developmentally inspired "manifestos." Meanwhile, the "mother of all modules," Chomsky's autonomy of syntax thesis, has quietly been relaxed across the years of normal theory development at MIT, leaving Fodorian modularity a bit like the Carolingian Cheshire Cat's Smile, suspended in cognitive (sociological) space. ..." (source unknown)

Fodor, J. (1985, March). Précis of the modularity of mind. Behavioral and Brain Sciences, 8(1), 1-42.

Fodor, J. (1998, January 15). The Trouble with Psychological Darwinism [Review of How the Mind Works by Steven Pinker and Evolution in Mind by Henry Plotkin]. London Review of Books, 20(2) Retrieved September 11, 2006, from http://www.lrb.co.uk/v20/n02/fodo01_.html

Fodor, J. (2000). The mind doesn't work that way: The scope and limits of computational psychology. Cambridge, MA: MIT Press.

Friedman, P. (1985, Spring). [Review of Frames of Mind: The theory of multiple intelligences]. Gifted Child Quarterly, 29(2), 94-95.

Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226.