British Journal of Music Education

Papers
(The median citation count of British Journal of Music Education is 0. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)
ArticleCitations
The impact of teachers’ listening habits on how much listening activity is used in music lessons8
Knowing ‘how to create’ in order to know ‘how to teach’? Perceptions and conditioning of Spanish music teachers in secondary education6
Early twentieth-century recordings in higher music education: a preliminary analysis of the students’ views6
Knowledge and Music Education: A Social Realist Account - Knowledge and Music Education: A Social Realist Account by Graham J. McPhail . Routledge, 2023. Hbk, 256pp, £130. ISBN: 9781032292519.4
An investigation into the factors influencing teachers’ inclusion of improvisation in piano lessons4
Making space for singing in the 21st century classroom – A focus group interview study with primary school music teachers in Sweden4
Experiencing Music Technology - Experiencing Music Technology (Fourth Edition) by David Brian Williams and Peter Richard Webster, Oxford University Press, 2022. Pbk, 576pp. £82.45. ISBN: 978-019063574
Common musical mistakes in Early Childhood Education textbooks4
The Australian Music Students Health Survey: impact of past experience on student attitudes to health education3
Difference in instrumental tuition in higher music education: towards an analytical framework3
The Psychology of Teaching and Learning Music by Edward R. McClellan, Taylor and Francis, 2023. Pbk, 182pp, £35.99. ISBN: 97810030384743
Aspirations and limitations: the state of world music education in secondary schools in multicultural Manchester3
To Create: Imagining the Good Life through Music by Clint Randles. GIA Publications, 2020. 328pp., pbk, £20.99, ISBN: 978-1622774548.3
Culture, Creativity, and Music Education in China: Developments and Challenges by Wai-Chung Ho, 2023, Pbk, 234pp. £38.99, Routledge, ISBN 97810323977022
Class, Control, & Classical Music by Anna Bull. Oxford University Press, 2019. 264 pp., hardback, £47.99. ISBN: 97801908443562
Developing teacher curriculum design expertise: using the CDC Model in the music classroom2
The sequence of musical development and its place in Swanwick’s meta-theory of music education: a personal response2
The Swanwick/Tillman Spiral of Musical Development: impacts and influences –Guest Editorial2
Use of animated stories to improve music education practices of trainee primary school teachers in Spain2
How a young child sings a well-known song before she can speak2
BME volume 40 issue 1 Cover and Back matter2
BME volume 42 issue 1 Cover and Back matter2
BME volume 38 issue 2 Cover and Back matter2
Joining alone: factors that influence the musical participation of young adults after leaving school2
Challenges and tension fields in classical instrumental group tuition: interviews with Swedish Art and Music School teachers1
Working musically with care-experienced children and their families in the early years1
Editorial1
Transforming African musics at a South African university1
Creating a musical for pre-schoolers in South Africa as pedagogical praxis for a tertiary music education module1
Babysong revisited: communication with babies through song1
BME volume 38 issue 2 Cover and Front matter1
A scoping review of empirical studies on informal music learning1
Children’s Guided Participation in Jazz Improvisation: A Study of the ‘Improbasen’ Learning Centre. Series: SEMPRE Studies in The Psychology of Music, by Guro Gravem Johansen. Routledge, 2021. xiv+1901
Reflections on the concept of musical development1
BME volume 40 issue 3 Cover and Front matter1
Towards a model of playful music learning for primary classrooms: recommendations based on a review of literature1
Editorial1
Reflections on New Zealand music education through the lens of Swanwick and Tillman’s model of musical development1
‘It blew my mind’. Creating spaces for integrating creativity, electroacoustic music and digital competencies for student teachers1
BME volume 41 issue 3 Cover and Front matter1
Editorial1
The musical lives of young children in Aotearoa New Zealand1
Why did you (not) choose your main musical instrument? Exploring the motivation behind the choice – CORRIGENDUM1
The Force Field Model applied to a Music Education teacher training framework in a South African context1
Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach1
‘Chasing every mark’. High stakes assessment and curriculum narrowing: the case of disciplinary literacy in the Irish secondary music classroom1
Making sense of democratisation: a case study about extracurricular music workshops in France1
BJME book review, Dec 2022: Elizabeth Haddon - Sound Teaching: A Research-Informed Approach to Inspiring Confidence, Skill, and Enjoyment in Music Performance edited by Henrique Meissner, Renee Timme1
BME volume 38 issue 3 Cover and Front matter0
BME volume 39 issue 1 Cover and Back matter0
Is music on the wane? A small mixed methods study exploring musical learning in the school reception class in the East of England0
Exploring issues in categorisation of higher music education courses through FOI surveys of gender demographics in UK higher education institutions0
Editorial 20230
‘NAOUIEDCT’ and ‘RCSSEOEUR’: harmonising complexity in the South African landscape of music literacy education in secondary schools0
Ethnomusicology, entrepreneurialism and the Western classical music student0
Career challenges: an exploration into potential barriers faced by Scottish emerging composers0
Editorial: What is music education for?0
Music-making for music teacher identity: perspectives from novice music teachers in South Korea0
BME volume 39 issue 3 Cover and Back matter0
Enjoyment of music and GCSE uptake: survey findings from three North East schools in England0
Editorial0
The Instrumental Music Teacher: Autonomy, Identity and the Portfolio Career in Music by Kerry Boyle . International Society for Music Education (ISME) Global Perspectives in Music Education. Abingdon:0
BME volume 39 issue 3 Cover and Front matter0
Preparing conservatoire students for the music education workforce: conversations with alumni0
Music teaching in primary schools of Albacete, Spain, during the COVID-19 pandemic0
BME volume 40 issue 3 Cover and Back matter0
How can we prepare music students for early career challenges?0
The power of rap in music education: a study of undergraduate students’ original rap creations0
Living the spiral curriculum: using the Swanwick/Tillman sequence of musical development to support music in primary schools in the 1980s0
Evaluation of the Early Childhood Music Education project’s influence on the development of 3- to 5-year-old children in Andalusia, Spain0
Early twentieth-century recordings in higher music education: a preliminary analysis of the students’ views0
Power relations in the music teaching studio0
BME volume 40 issue 2 Cover and Back matter0
Musical creativity in the teaching practice in Montenegrin and Slovenian primary schools0
Economic rationale shaping music teacher education: the case of Spain0
Examining a collaborative community amongst music student teachers in Korea0
What’s in and what’s out of music education?0
Barriers and enablers to undergraduate music students undertaking a Postgraduate Certificate in Education (PGCE) secondary music programme0
‘Singing is my superpower’ experiences of Austrian males in school choral music0
The influence of discrete versus continuous movements on children’s musical sense-making0
Practicalities of a spiral-inspired approach0
The significance of formative assessment for pupils’ spiral progression in English lower secondary school group composing0
Musical development then and now: in conversation with June Boyce-Tillman0
Time for change? Recurrent barriers to music education0
Signs of the times: the Canterbury children’s operas of Alan Ridout0
Improvisation pedagogy: what can be learned from off-task sounds and the art of the musical heckle?0
Teacher perspective on music performance anxiety: an exploration of coping strategies used by music teachers0
BME volume 39 issue 2 Cover and Front matter0
Why did you (not) choose your main musical instrument? Exploring the motivation behind the choice0
Exploring the potential of informal music learning in a perceived age of pedagogical traditionalism for student teachers in primary music education0
Editorial0
BME volume 41 issue 1 Cover and Front matter0
Collaborative thinking across borders0
The new Cypriot music curriculum: teachers’ interpretation and implementation of differentiation0
Different forms of students’ motivation and musical creativity in secondary school0
Defining music demonstration lessons: a unique performance-based lesson type improving teachers’ instructional skills in Chinese mainland education0
Investigating the impact of volunteering with Melody Music Birmingham on the professional development and career pathways of Royal Birmingham Conservatoire students0
BME volume 39 issue 2 Cover and Back matter0
Impact of studying practical instrumental music on the psychological well-being of disadvantaged university students0
BME volume 41 issue 3 Cover and Back matter0
The role of negative emotions in learning music: qualitative understanding of Australian undergraduate students’ listening experience of unfamiliar music0
Laptop computer as instrument in music performance lessons: issues and opportunities0
BME volume 41 issue 2 Cover and Back matter0
Silent stages: COVID-19 as a catalyst for change in Canadian El Sistema and Sistema-inspired programmes0
Incidental professional development in music education for generalist teaching staff through supporting pupils in expert-led authentic music projects0
Secondary choral students’ and preservice music educators’ perceptions of a service-learning experience in the United States: An action research study0
Editorial – What do we know in music education?0
‘Because I’m not musical’: A critical case study of music education training for pre-service generalist primary teachers in Australia0
Investigating how composing teaching and assessment in English secondary school classrooms reinforce myths about composers and their creative practices0
Learning music theorising through inspiration and curiosity. Insights from emergent lesson design in an upper secondary school in Finland0
Teacher professional development and educational innovation through action research in conservatoire education in the Netherlands0
How do teachers of primary school approach the music assessment in Chile? Differences and similarities between professors’ experience and ministerial guidelines0
Improvising on a Theme: The story of the Birmingham Music Service - Improvising on a Theme: The story of the Birmingham Music Service by Cormac Loane. UCL IOE Press. 2020. Pbk, 200pp. £23.99, ISBN: 90
What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession0
Student-centred strategies for higher music education: using peer-to-peer critique and practice as research methodologies to train conservatoire musicians0
Understanding curriculum design in the perceptions and practices of classroom music teachers in the lower secondary school in England0
Digitally mediated collaboration and participation: composing 10,427 miles and 11 hours apart0
BME volume 38 issue 3 Cover and Back matter0
Impact of musical training in specialised centres on learning strategies, auditory discrimination and working memory in adolescents0
Gender representation in undergraduate music technology education: case studies from Aotearoa/New Zealand0
The times, they are a-changing: Australian secondary classroom music teachers reflect on their early career 40 years on0
Music on the move: understanding music as otherwise knowledge in early childhood0
The importance of threshold concepts and formative assessment in lower-secondary school group composing0
East Asian-Australian preservice and early career music teachers and their heritage music in New South Wales schools: a case study0
Where neoliberalism and neoconservatism meet: the inception and reception of a Model Music Curriculum for English Schools0
BME volume 40 issue 2 Cover and Front matter0
Curriculum considerations in music education in England: spiral thinking, spiral planning and its impact on contemporary thought0
BME volume 41 issue 2 Cover and Front matter0
Reflections on the sequence of musical development0
Rethinking pedagogic identities for Key Stage 3 general classroom music teacher education: an autoethnographic study0
The common denominator: the case for an anthropocentric music education0
BME volume 40 issue 1 Cover and Front matter0
Music achievements of being an English chorister0
A comparison of teachers’ musical abilities between public and private kindergartens in Qingdao, Shandong Province, China0
The leaky pipeline: gender ratios in UK brass playing0
Does learning to play an instrument have an impact on change in attainment from age 11 to 16?0
BME volume 41 issue 1 Cover and Back matter0
Living with the spiral: a duoethnographic perspective0
William Salaman 1940–20230
Opera in primary education for the development of social and emotional skills: a case study from Mexico City0
BME volume 39 issue 1 Cover and Front matter0
Proposing and piloting a criterion- and standard-based assessment framework in teaching Cantonese operatic singing in Guangdong, China0
Using the model of generative change to facilitate informal music learning0
Five years in: a case study of an Australian early-career secondary school music teacher0
Songs that live in the bones0
Current state and prospects of teaching-learning processes in music teacher education in Spain: a literature review0
Perspectives on early childhood music: Guest Editorial0
BME volume 42 issue 1 Cover and Front matter0
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