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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
Contemporary Educational Psychology, ISSN 0361-476X, 2005, Volume 30, Issue 4, pp. 397 - 417
Journal Article
Slovene, ISSN 2304-0785, 12/2017, Volume 6, Issue 2
In the last decades of the 18th century, a few Polish dioceses were governed by representatives of the Catholic Enlightenment. Their pastoral activities... 
book collections | Enlightenment | parochial preaching | Catholicism | models of the social and natural world
Journal Article
Journal of Research on Christian Education, ISSN 1065-6219, 09/2013, Volume 22, Issue 3, pp. 283 - 300
Imagined communities are not bound by space or time, they exist in opposition to other communities, and the members perceive themselves as existentially... 
Secondary Schools | Literature | School Community Relationship | Educational Practices | United States (Northwest) | Case Studies | School Culture | Parochial Schools | Group Unity | Christianity | Community | Religious schools | Studies | Religious education
Journal Article
Journal of Education and Christian Belief, ISSN 1366-5456, 2012, Volume 16, Issue 1, pp. 61 - 80
Recent research in two New Zealand Christian schools found that despite biblical vision and mission statements and declarations of pedagogy built on biblical... 
World Views | Teacher Attitudes | Educational Practices | Teaching Models | Classroom Environment | School Role | Foreign Countries | Christianity | School Policy | Curriculum Development | Elementary Secondary Education | New Zealand | Educational Philosophy | Parochial Schools | Theory Practice Relationship | Institutional Mission
Journal Article
NASN School Nurse, ISSN 1942-602X, 3/2019, Volume 34, Issue 2, pp. 83 - 85
Most of the members of the National Association of School Nurses have an intimate knowledge of the daily services provided by public school nurses and the... 
school nurse role | private and parochial school nurses | private, independent, and parochial schools | Nurse Practice Act | School Nursing | Societies, Nursing | Nurse's Role | United States | Humans | Child | Schools | Nursing
Journal Article
Discourse: Studies in the Cultural Politics of Education, ISSN 0159-6306, 01/2019, Volume 40, Issue 1, pp. 93 - 108
Journal Article
ProQuest LLC, 2017
Christian school education is unique in nature. Integrating faith into academics led many families to choose an environment for their students that aligned... 
Elementary Secondary Education | Surveys | Educational Practices | Religious Education | Data Analysis | Parochial Schools | Christianity | Qualitative Research | Program Evaluation | Interviews | Institutional Mission | Educational Objectives
Journal Article
International Journal of Christianity & Education, ISSN 2056-9971, 7/2018, Volume 22, Issue 2, pp. 128 - 141
In Christian schools, leaders’ roles include the integration of the particular beliefs of the community through all aspects of school life. This article... 
Worldview | Reformed | School leaders | Christian faith | Beliefs | Christian schools | World Views | Administrator Attitudes | Principals | Religious Education | Leadership Styles | Foreign Countries | Christianity | Religious Factors | Grounded Theory | Case Studies | School Culture | Parochial Schools | Qualitative Research | Institutional Mission
Journal Article
Wychowanie w Rodzinie, ISSN 2082-9019, 11/2017, Volume IX, Issue 1/2014, pp. 281 - 306
Since the first half of the 19th century, Łódź became a city with diverse ethnic, and as a result, also linguistic, religious, and cultural structures. That... 
Jewish kindergartens in Łódź | parochial and religious shelters | Evangelical kindergartens in Łódź | pre-school education in Łódź in the interwar period | childcare | Catholic kindergartens in Łódź
Journal Article
Journal Article
FORUM: for promoting 3-19 comprehensive education, ISSN 0963-8253, 2012, Volume 54, Issue 1, p. 113
This article analyses some of the common assertions made in the public debate about the merits and disadvantages of faith schools and tests them against actual... 
Educational Practices | Catholic Schools | Religious Education | Beliefs | Evidence | Parochial Schools | Educational Policy | Research
Journal Article
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