Brain and Learning Behavior
Piro, J.M. & Ortiz, C. (2007). The role of music training on the vocabulary and verbal sequencing skills of primary grade students. (manuscript submitted for publication).
Piro, J.M. & Ortiz, C. (2007). Hand preference in musically able children. (manuscript submitted for publication).
Piro, J.M. (2005, August 25). Gifted, yes---but also underchallenged, The Wall Street Journal, Letter to the Editor, p. A14
Piro, J.M. (Spring, 2003). Thinking neurally: What brain science can teach gifted education. GEMS- Association for Gifted and Talented Education. 27:2, pp. 10-11.
Piro, J.M. (1998). Handedness and Intelligence: Patterns of hand preference in gifted and nongifted students. Developmental Neuropsychology, 14, 619- 630.
Szeszko, P.R., Madden, G.M., & Piro, J.M. (1997). Factor analyses of handedness items
in left and right-handed intellectually gifted and nongifted children. Cortex, 33, 579- 584.
Piro, J.M. (1993). Talent, special ability, and hemispheric processing. Perceptual and Motor
Skills, 77, pp. 701-2.
Piro, J.M. (1993). Laterality for music perception among differentially gifted adolescents. Perceptual and Motor Skills, 76, pp. 499-514.
Piro, J.M. (1990). Laterality effects for music perception. The Clinical Neuropsychologist.
Abstract of 1990 APA Conference Papers. Boston, MA.
Piro, J.M. (1990). Laterality for Music Problem Solving Among Adolescents Gifted in Music, Mathematics and Dance. ERIC Document: TMO14428.
Piro, J.M. (1986). Laterality for Music Perception and Problem Solving Among Adolescents Gifted in Music, Mathematics and Dance. Unpublished doctoral dissertation, Columbia University, New York.
Intelligence and Talent Development
Piro, J.M. (1996). Mozart, Thomas Linley the Younger, and Prodigies in the Age of the Enlightenment. Paper prepared for the National Endowment for the Humanities.
Piro, J.M. (1990). Cross-cultural attitudes toward achievement: Accommodating gifted students in Japan and the United States. Paper prepared for the New York City Public Schools: Division of Curriculum and Instruction.
Piro, J.M. (1978). Broadway/ Kabuki: Crafting the 'Oriental' Musical Pacific Overtures."
Unpublished master's thesis, City University of New York, Queens College, New York.
Teacher & Classroom Practice
Piro, J. (2007). Why teach Rembrandt? Manuscript to appear in the Fall, 2007 issue of Humanities.
Piro, J. (2007). Rembrandt and collections of his art in America. (manuscript submitted to Journal of Aesthetic Education).
Piro, J. & Ahmad, I. (2005). Mosque and mausoleum: Understanding Islam in India through architecture. Education about Asia, 10:1, pp. 28-33.
Piro, J.M. (2005). The Rhode Island “Washington:” Meaning making in social studies through art history. The History Teacher. 38:4, 483-498.
Piro, J.M. (2002). The Picture of Reading: Deriving meaning in literacy through image.
The Reading Teacher, 56:2, pp. 126-134.
Piro, J.M. (2001). The Rembrandt Project: Promoting multiple literacies in teaching and learning, Art Education, 54, pp. 12-17
Piro, J.M, (1997). School-Museum Collaboration: A passage to Asian study. Education
About Asia. Vol. 2, No. 2, pp. 14- 20.
Piro, J.M. (1997). Approaching social studies through a school-museum collaboration,
Association of Teachers of Social Studies, Volume VII, No. 2, pp. 7- 11.
Piro, J.M. & Iorio, J.E. (1991). Fusing school restructure and staff development: A school district experiments. Education, 112; 1, pp. 107-118.
Piro, J.M. & Iorio, J.E. (1990). A comprehensive critical thinking skills program for an urban school district. Thinking. VIII: 4, pp. 24‑27.
Piro, J.M. (1994). Research reports and teaching materials prepared by the participants
of the Department of Education- Fulbright-Hays Summer Seminar, Cairo, Egypt, June-July, 1990, Resources in Education, ED 372 176- 373 138, December, 1994, Volume 29/ Number 12.
Piro, J.M. & Iorio, J.E. (1990). Rationale and responsibilities in the teaching of critical thinking to American schoolchildren. Journal of Instructional Psychology, 17:1, pp. 3‑10.