Citations (31)
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Andrew Sutherland & Stewart Smith. (2022) Stepping into the unknown: the experiences of tertiary piano students studying improvisation. Music Education Research 24:5, pages 564-573.
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Alejandra Pacheco-Costa. (2019) Teachers’ strategies for playing by ear in one-to-one instrumental lessons: a case-study in Spain. Music Education Research 21:2, pages 161-173.
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Mary StGeorge, Allyson
Patricia Holbrook & RobertH. Cantwell. (2012) Learning patterns in music practice: links between disposition, practice strategies and outcomes. Music Education Research 14:2, pages 243-263.
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Angela Taylor. (2010) Participation in a master class: experiences of older amateur pianists. Music Education Research 12:2, pages 199-217.
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Wai‐Chung Ho. (2009) Gender differences in instrumental learning among secondary school students in Hong Kong. Gender and Education 21:4, pages 405-422.
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Serap TÜFEKÇİ ASLIM & Gülçin SARAÇOĞLU. (2023) Öğretmen Adaylarının E-Öğrenme Stilleri ile Dijital Okuryazarlık Arasındaki İlişkiThe Relationship Between Pre-Service Teachers’ E-Learning Styles and Digital Literacy. Türk Eğitim Bilimleri Dergisi.
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Cameron J. Anderson & Michael Schutz. (2023) Understanding Feature Importance in Musical Works: Unpacking Predictive Contributions to Cluster Analyses. Music & Science 6.
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Katie Zhukov & Jon Helge Sætre. (2021) “Play with me”: Student perspectives on collaborative chamber music instruction. Research Studies in Music Education 44:1, pages 205-218.
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Gina Ryan. (2020) Complicating factors in studio teaching dynamics: Dyad dissolution in post-secondary music studios. Research Studies in Music Education 43:1, pages 59-73.
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Timo Neuhausen, Carsten Wernicke & Michael Ahlers. (2020) Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets. Journal of Music, Technology & Education 13:2, pages 287-304.
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Benjamin Redman. (2020) Evaluating the use of LoLa in European conservatoires: The SWING project. Journal of Music, Technology & Education 13:2, pages 199-217.
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Miriam Herrera & Roberto Cremades. (2018) The Study of Memorisation in Piano Students in Higher Education in Mexico. Musicae Scientiae 24:3, pages 330-341.
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Susan Hallam, Andrea Creech, Maria Varvarigou & Ioulia Papageorgi. (2018) Gender differences in musical motivation at different levels of expertise. Psychology of Music 48:5, pages 657-673.
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Manuel Joaquín Fernández González. (2017) Undergraduate students’ strategies for negotiating emerging performer and teacher identities. Psychology of Music 46:6, pages 813-830.
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Salve Márquez Sánchez & Alfonso Méndiz Noguero. (2017) Heinrich Neuhaus: intuición y método en la enseñanza del piano. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM 14, pages 285-304.
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Julia Brook, Rena Upitis & Wynnpaul Varela. (2017) Informal music making in studio music instruction: A Canadian case study. British Journal of Music Education 34:2, pages 153-167.
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Susan Hallam, Maria Varvarigou, Andrea Creech, Ioulia Papageorgi, Teresa Gomes, Jennifer Lanipekun & Tiija Rinta. (2016) Are there gender differences in instrumental music practice?. Psychology of Music 45:1, pages 116-130.
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T. A. Torrance & J. A. Bugos. (2016) Music Ensemble Participation: Personality Traits and Music Experience. Update: Applications of Research in Music Education.
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Maria Varvarigou & Lucy Green. (2014) Musical ?learning styles? and ?learning strategies? in the instrumental lesson: The Ear Playing Project (EPP). Psychology of Music 43:5, pages 705-722.
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Marja-Leena Juntunen. (2014) Teacher educators’ visions of pedagogical training within instrumental higher music education. A case in Finland. British Journal of Music Education 31:2, pages 157-177.
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Cristina Marín, Nora Scheuer & María-Puy Pérez-Echeverría. (2012) Formal music education not only enhances musical skills, but also conceptions of teaching and learning: a study with woodwind students. European Journal of Psychology of Education 28:3, pages 781-805.
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Marion Long, Susan Hallam, Andrea Creech, Helena Gaunt & Linnhe Robertson. (2011) Do prior experience, gender, or level of study influence music students’ perspectives on master classes?. Psychology of Music 40:6, pages 683-699.
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Regina Antunes Teixeira dos Santos & Cristina Capparelli Gerling. (2012) Ways of knowing and types of knowledge: How do students approach a new piece of music?. International Journal of Music Education 30:3, pages 195-210.
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Frederick Seddon & Michele Biasutti. (2010) Strategies Students Adopted When Learning to Play an Improvised Blues in an E-Learning Environment. Journal of Research in Music Education 58:2, pages 147-167.
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Richard J. Dammers. (2009) Utilizing Internet-Based Videoconferencing for Instrumental Music Lessons. Update: Applications of Research in Music Education 28:1, pages 17-24.
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Frederick Seddon & Michele Biasutti. (2009) ‘Evaluating a music e-learning resource: The participants’ perspective’. Computers & Education 53:3, pages 541-549.
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Allan Hewitt. (2009) Musical Styles as Communities of Practice Challenges for learning, teaching and assessment of music in higher education. Arts and Humanities in Higher Education 8:3, pages 329-337.
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Frederick SeddonMichele Biasutti. (2009) Participant approaches to and reflections on learning to play a 12-bar blues in an asynchronous e-learning environment. International Journal of Music Education 27:3, pages 189-203.
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Lotte Latukefu. (2009) Peer learning and reflection: strategies developed by vocal students in a transforming tertiary setting. International Journal of Music Education 27:2, pages 128-142.
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Setareh Beheshti. (2009) Improving studio music teaching through understanding learning styles. International Journal of Music Education 27:2, pages 107-115.
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