References
- Alexander, R. J. (2010, March 10). The perils of policy: Success, amnesia and collateral damage in systemic educational reform [Public Lecture]. Retrieved from www.primaryreview.org.uk/downloads/Alexander_Miegunyah_lecture_FINAL.pdf
- Atweh, B., Bland, D. C., Carrington, S., & Cavanagh, R. F. (2008). School disengagement: Its constructions, investigation and management. Presented at the AARE International Education Research Conference, 25–29 November 2007, Fremantle, WA. Retrieved from http://eprints.qut.edu.au/17737/1/c17737.pdf
- Australian Curriculum, Assessment and Reporting Authority. (2012). My School, ACARA. Retrieved from http://www.myschool.edu.au/
- Australian Government. (2005). National review of school music education: Augmenting the diminished. Retrieved from http://www.dest.gov.au/nr/rdonlyres/c9afae54-6d72-44cc-a346-3caf235cb268/8944/music_review_reportfinal.pdf
- Australian Government. (2010). Smarter schools national partnerships: Improving teacher quality low socioeconomic status school communities literacy and numeracy, Queensland Annual Report for 2010. Retrieved http://education.qld.gov.au/nationalpartnerships/pdf/ssnp-agreements-report.pdf
- Barrett, M. (2011). Musical narratives: A study of a young child’s identity work in and through musicmaking. Psychology of Music, 39(4), 403–423.
- Bicknell, J. (2009). Why music moves us. Hampshire, England: Palgrave Macmillan.
- Bowman, W. (2005). To what question(s) is music education advocacy the answer? International Journal of Music Education, 23(2), 125–129.
- Branscome, E. (2012). The impact of education reform on music education: Paradigm shifts in music education curriculum, advocacy, and philosophy from Sputnik to Race to the top. Arts Education Policy Review, 113(3), 112–118.
- Brewer, T. (2002). Integrated curriculum: What benefit? Arts Education Policy Review, 103(4), 31–33.
- Bumgarner Gee, C. (2002). The ‘use and abuse’ of arts advocacy and consequences for music education. Arts Education Policy Review, 103(4), 3–21.
- Caldwell, B., & Vaughan, T. (2012). Transforming education through the arts. Abingdon, England: Routledge.
- Cheong-Clinch, C. (2009). Music for engaging young people in education. Youth Studies Australia, 28(2), 50–57.
- Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(21), 21–35.
- Clark, M. R., & Clark, L. V. (2002). Singing, acting, and movement in opera: A guide to singer-getics. Bloomington, IN: Indiana University Press.
- Cox, C. (2006). Nietzsche, Dionysus, and the ontology of music. In K. A. Pearson (Ed.), A companion to Nietzsche (pp. 495–513). Malden, MA: Blackwell.
- Davidson, J., & Borthwick, S. (2002). Family dynamics and family scripts: A case study of musical development. Psychology of Music, 30(1), 121–136.
- Elpus, K. (2007). Improving music education advocacy. Arts Education Policy Review, 108(3), 13–18.
- Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962–1023.
- Freire, P. (1988). Transforming reality (interview with Vivian Schelling), Index on Censorship. Retrieved from http://ioc.sagepub.com/content/17/10/17
- Green, L. (2005). Musical meaning and social reproduction: A case for retrieving autonomy. Educational Philosophy and Theory, 37(1), Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1469-5812.2005.00099.x/pdf
- Griffiths, M. (2012). Why joy in education is an issue for socially just policies. Journal of Educational Policy, 27(5), 655–670.
- Hallmark, E. F. (2012). Challenge: The arts as collaborative inquiry. Arts Education Policy Review, 113(3), 93–99.
- Harrison, S., O’Bryan, J., & Lebler, D. (2013). ‘Playing it like a professional’: Approaches to ensemble direction in tertiary institutions. International Journal of Music Education, 31(2), 173–189.
- Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education with Myles Horton and Paulo Freire. Philadelphia, PA: Temple University Press.
- Jeanneret, N. (2010). Musical futures in Victoria. Australian Journal of Music Education, 2, 148–164.
- Kirkpatrick, C. (2003). ‘Aria ready’: The business of singing. Geneseo, NY: Leyerle.
- Leung, B. W. (2005). Where and what: Resources, tips and support information for music education advocacy: Resources for music education advocacy. International Journal of Music Education, 23(2), 166–174.
- Lingard, B. (2011). Policy as numbers: Ac/Counting for educational research. Australian Educational Researcher, 38(4), 355–382.
- Mackinlay, E. (2008). Making space as white music educators for Indigenous Australian holders of song, dance and performance knowledge: The centrality of relationship as pedagogy. Australian Journal of Music Education, 1, 2–6.
- Mark, M. L. (2002). A history of music education advocacy. Music Educators Journal, 89(1), 44–48.
- Mark, M. L. (2005). Why music? Essays on the importance of music education and advocacy: Why does our profession need advocacy? International Journal of Music Education, 23(2), 94–98.
- McMurrer, J. (2008). Instructional time in elementary schools: A closer look at changes for specific subjects. Washington, DC: Center on Education Policy. Retrieved from http://www.cep-dc.org/displayDocument.cfm?DocumentID=309
- Murphy, R. (2007). Harmonizing assessment and music in the classroom. International Handbook of Research in Arts Education, 16, 361–388.
- Purcell Cone, T. (2007). In the moment: Honoring the teaching and learning lived experience. Journal of Physical Education, Recreation & Dance, 78(4), 35–54.
- Reimer, B. (2005). The danger of music education advocacy. International Journal of Music Education, 23(2), 139–142.
- Rosevear, J. (2010). Attributions for success: Exploring the potential impact on music learning in high school. Australian Journal of Music Education, 1, 17–24.
- Schellenberg, E. G. (2006). Long-term positive associations between music and I.Q. Journal of Educational Psychology, 98, 457–468.
- Smith, S. W., & Chipman, M. (2007). The naked voice: A wholistic approach to singing. New York, NY: Oxford University Press.
- Smyth, J. (2008). Australia’s great disengagement with public education and social justice in educational leadership. Journal of Educational Administration and History, 40(3), 221–233.
- Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947.
- Teese, R. V., & Polesel, J. (2003). Undemocratic schooling: Equity and quality in mass secondary education in Australia. Carlton, VIC: Melbourne University Publishing.
- Tomlinson, C. A. (2005). Travelling the road to differentiation in staff development. Journal of Staff Development, 26(4), 8–12.
- Tomlinson, C. A. (2006). An alternative to ability grouping. Principal Leadership, Education Module, 6(8), 31–32. Retrieved from http://msucoursework.wikispaces.com/file/view/AnAlternativetoAbilityGrouping.pdf
- Tomlinson, C. A. (2009). The goals of differentiation. In M. Scherer (Ed.), Supporting the whole child (pp. 3–10). Alexandria, VA: ASCD.
- Wetter, O. E., Koerner, F., & Schwaninger, A. (2009). Does musical training improve school performance? Journal of Instructional Science, 37, 365–374. Retrieved from http://www.casra.ch/uploads/tx_tvpublications/WetKoeSch2009.pdf
- Wrigley, T., Lingard, B., & Thomson, P. (2012). Pedagogies of transformation: Keeping hope alive in troubled times. Critical Studies in Education, 53(1), 95–108.