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2011, 1, ISBN 9781409410768, ix, 188
John Finney examines the child-centred progressive tradition to create a fresh way of evaluating ideas and practices that have evolved since 1950, that have... 
School music | Education Policy | Music | Music & Education | School music-Instruction and study-England-History-21st century | School music-Instruction and study-England-History-20th century | England | 21st century | 20th century | History | Instruction and study
Book
2017, Critical constructions: studies on education and society, ISBN 1681235757, xix, 163 pages
"Punk music and community have been a piece of United States culture since the early 1970s. Although varied scholarship on Punk exists in a variety of... 
Learning | Educational sociology | Punk rock music
Book
2017, Oxford handbooks, ISBN 0199372136, xxx, 700 pages
"Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than... 
Music | Technological innovations | Instruction and study | Digital citizenship | Educational change | Music literacy | Creative practice | Educational technologies | Evidence-based education | Preservice teachers | Technology skill development | Participatory culture | Sound and place | Initial teacher education | Deterritorialization | Adaptive technology | Distinction | Learners with exceptionalities | Makers | Music learning | Music education curriculum | Africa | Techno-human future | Praxis shock | Long-distance learning | Musical subjectivity | Pop | Twenty-first-century skills | Instrument-making | Universal design for learning | Romanticism | Technological determinism | Finland | Stakeholders | Teacher preparation | Music teacher education | Learning and teaching | Music teacher roles | Problem-finding | Authority | Musicians workshop | Disabilities | Slow music | Collaborative model | School classrooms | Contextual | Innovation | Faculty development | Literacies | Innovative pedagogies | Professional development | Communication | Context | Multimedia | Social | Skill development | Techné | Public health communication | Self-determination | Social technologies | Musically educated | Education technology | Irrelevant | West africa | Out-of-school learning | Curriculum | Place | Power | Participation | Enabling technologies | Humans | Music notation | Totally pedagogized society | European perspectives | Living well with less | Learner-centered | Metaphor | Multiarts | Teaching | Learning | Creative literacy | Networked technologies | Heidegger | Pedagogical fundamentalism | Peer-to-peer learning | Technology and music creativity | Sound recordings | Teenagers | Digital technology | Primary schools | Creation | Technological affordances | Interaction | Behavior change | Parochial practice | English secondary schools | Music teacher preparation | Music technologies | Democratic education | Scepticism | Music technology | Digital audio workstations | Maker space | Technology integration | Technological limitations | Tpack | Mobile learning | Information and communication technology | Internet | Savoring | Teacher attitudes | Practice-led enquiry | Greek education | Postsecondary music education | Teacher resistance | Inclusion | Epistemology | Hip-hop | Administrative technologies | Equity | Risk | Narcissism | Higher education change | Poiesis | Classroom music teaching | Classroom | Community music | Digital pedagogy | Technology traditions | Authentic processes | Autonomy | Children | Music education technology | Popular music | Aristotle | International | Non-formal music education | Composition | Health | Globalization | Pop music | Rhythmic video games | Exploration | Motivate | Learner/musician | Apprenticeship | Higher education | Slow food | Informal learning | Community | Gender issues | Music fluency | Education policy | Autonomy popular music | Credentialing | Education 3.0 | Communities of musical practice | Music education | Prosumer | Technology access | School-based routes | Pre-service teachers | Ict in music education | Musical intelligence | Mediatization | Augmenting music | Local | Disease control | Creativity | Technologies | Technology competencies | Local context | Totally technologized society | Teacher educator | Teaching with technology | Performance | Sociocultural | Digital natives | Texas music education | Guinea | Diversity | Teacher certification | Invention | Ensembles | Implementation | Empowerment | Technogenesis | Well-being | Music teachers’ concerns | Sociology | Musical analysis | Informal music learning | Digital literacies | Pedagogy in-service preservice | Sequencing | Information communications technology | Communities of response | Conservatory model | Tools | Spreadability | Flow | Learning resources | African context | Interest-driven learning | Play | School experience | Pedagogy | Recording | Differentiation | Integration of technology | Policy | Choice | Digital arts | Music teacher certification | Limitations | Passeur culturel | Celebrities | Radical pedagogy | Education | Ofsted | Technology | Learner agency | Electronica | Culture | Musicking | Role of technology | Pedagogical paradigms | Teacher training | Digital culture | Ethnomusicology | Youth | Vulnerability | Pressure | Mobile technologies | Place philosophy | Digital media | Piano | Groove | School music | Internet evolution | Software | Musicianship | Technology use philosophies of technology | Assimilation | Facilitator | Constructionism | New media | At-risk student | Self led development | Music teacher educators | Rhythmic video games music technology | Notation | Music making | Perspective | Music experience | Higher music education | Participatory music | East timor | Music theory | Triple revolution | Portfolios | Ethnography | Futurism | Gcse examination | Music teacher attitudes | West | Fear of change | Digital music | Opportunities | Change | Commodification | Linguistic relativity | Digital instruments | Technological assimilation | Digital learners | Inclusive | Pluralism | Collaboration | Teacher education
Book
eJournal
2016, SEMPRE studies in the psychology of music, ISBN 9781472482167, xviii, 264
The use of technology in music and education can no longer be described as a recent development. Music learners actively engage with technology in their music... 
Production and direction | Sound recordings | Technological innovations | Music | Instruction and study | Music Technology | Music & Education
Book
05/2019, ISBN 9780199846733
Education in Africa refers to a number of social institutions and teaching practices, including government-run systems of schooling, religious instruction, and... 
African Music | African Languages | African Studies | African History | African Philosophy
Reference
2010, SEMPRE studies in the psychology of music, ISBN 0754668010, xv, 299
Book
2008, Ashgate popular and folk music series, ISBN 9780754662426, xi, 213
Book
Music education research, ISSN 1461-3808, 1999
Journal
SACRED MUSIC, ISSN 0036-2255, 2018, Volume 145, Issue 1, pp. 3 - 6
Journal Article
Arkansas Business, ISSN 1053-6582, 05/2019, Volume 36, Issue 21, p. 24
Journal Article
Arkansas Business, ISSN 1053-6582, 05/2019, Volume 36, Issue 21, p. 24
Journal Article
Arkansas Business, ISSN 1053-6582, 05/2019, Volume 36, Issue 21, p. 24
Journal Article
Arkansas Business, ISSN 1053-6582, 05/2019, Volume 36, Issue 21, p. 24
Journal Article
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