Citations (14)
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Read on this site (9)
Susan Hallam, Andrea Creech & Hilary McQueen. (2018) Pupils’ perceptions of informal learning in school music lessons. Music Education Research 20:2, pages 213-230.
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Susan Hallam, Andrea Creech & Hilary McQueen. (2017) Teachers’ perceptions of the impact on students of the Musical Futures approach. Music Education Research 19:3, pages 263-275.
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Renée Crawford. (2017) Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research 19:2, pages 195-213.
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Susan Hallam, Andrea Creech & Hilary McQueen. (2017) What impact does teaching music informally in the classroom have on teachers, and their pedagogy?. Music Education Research 19:1, pages 42-59.
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Dimitra Kokotsaki. (2016) Pupils’ attitudes to school and music at the start of secondary school. Educational Studies 42:2, pages 201-220.
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Renée Crawford. (2014) A multidimensional/non-linear teaching and learning model: teaching and learning music in an authentic and holistic context. Music Education Research 16:1, pages 50-69.
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Martin Ashley. (2010) Slappers who gouge your eyes: vocal performance as exemplification of disturbing inertia in gender equality. Gender and Education 22:1, pages 47-62.
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Monica Prendergast, Peter Gouzouasis, Carl Leggo & RitaL. Irwin. (2009) A haiku suite: the importance of music making in the lives of secondary school students. Music Education Research 11:3, pages 303-317.
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Jennifer Driscoll. (2009) ‘If I play my sax my parents are nice to me’: opportunity and motivation in musical instrument and singing tuition. Music Education Research 11:1, pages 37-55.
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Articles from other publishers (5)
Jennifer A. Bugos, Darlene DeMarie, Miranda Rose Torres, Darbi Lamrani & Ayo A. Gbadamosi. (2021) The effects of a multimodal music program on young children’s facial expressions during controlled singing tasks. Musicae Scientiae 27:1, pages 54-69.
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Susan Hallam, Andrea Creech & Hilary McQueen. (2017) Can the adoption of informal approaches to learning music in school music lessons promote musical progression?. British Journal of Music Education 34:2, pages 127-151.
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Stuart Wise. (2016) Secondary school teachers’ approaches to teaching composition using digital technology. British Journal of Music Education 33:3, pages 283-295.
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Andrew Fowler. (2013) Composing and performing in the key stage 3 classroom: a study using multi-trait, multi-method analysis. British Journal of Music Education 31:1, pages 5-18.
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Stuart Wise, Janinka Greenwood & Niki Davis. (2011) Teachers' use of digital technology in secondary music education: illustrations of changing classrooms. British Journal of Music Education 28:2, pages 117-134.
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