| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Canonized repertoire as conduit to creativity
|
West, Julia Maurine
|
|
2019
|
37 |
3 |
p. 407-424
|
artikel
|
| 2 |
Community music-based structures of learning (CoMu-Based SL): Pedagogical framework for the nurturance of future-ready habits of mind
|
Costes-Onishi, Pamela
|
|
2019
|
37 |
3 |
p. 346-369
|
artikel
|
| 3 |
Comparing situated and simulated learning approaches to developing culturally responsive music teachers
|
Abril, Carlos R.
|
|
2019
|
37 |
3 |
p. 440-453
|
artikel
|
| 4 |
Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy
|
Coutts, Leah
|
|
2019
|
37 |
3 |
p. 493-507
|
artikel
|
| 5 |
Merit-based exclusion in Finnish music schools
|
Elmgren, Heidi
|
|
2019
|
37 |
3 |
p. 425-439
|
artikel
|
| 6 |
Note from the Editors
|
Southcott, Jane
|
|
2019
|
37 |
3 |
p. 345
|
artikel
|
| 7 |
The piano pedagogy scenes in India and the Philippines: An introductory cross-cultural comparison
|
Dumlavwalla, Diana T
|
|
2019
|
37 |
3 |
p. 390-406
|
artikel
|
| 8 |
The state of music education in the basic general public schools of Ecuador: The administrators’ perspective
|
Abril, Johanna E.
|
|
2019
|
37 |
3 |
p. 370-389
|
artikel
|
| 9 |
Tone painting and painting tones: A follow-up study of listeners’ audiovisual responses to Beethoven’s Thunder Storm
|
Elkoshi, Rivka
|
|
2019
|
37 |
3 |
p. 476-492
|
artikel
|
| 10 |
Using Interpretative Phenomenological Analysis in music education research: An authentic analysis system for investigating authentic learning and teaching practice
|
Crawford, Renée
|
|
2019
|
37 |
3 |
p. 454-475
|
artikel
|
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