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Cited by

• 2017Self-Regulated Learning in Music Practice and Performance63 cited
• 2019The use of cognitive apprenticeship in the learning and teaching of improvisation: Teacher and student perspectives58 cited
• 2020Emotion Regulation Processes Can Benefit Self-Regulated Learning in Classical Musicians42 cited
• 2014Musical ‘learning styles’ and ‘learning strategies’ in the instrumental lesson: The Ear Playing Project (EPP)40 cited
• 2020Music Teachers’ Perspectives and Experiences of Ensemble and Learning Skills26 cited
• 2020The nature of feedback in higher education studio-based piano learning and teaching with the use of digital technology125 cited
• 2022Toward a meaningful technology for instrumental music education: Teachers’ voice25 cited
• 2022“Music is my life”: Examining the connections between music students’ workload experiences in higher education and meaningful engagement in music24 cited
• 2014‘Play it by ear’ – teachers' responses to ear-playing tasks during one-to-one instrumental lessons22 cited
• 2019The Pedagogical Use of Visual Feedback for Enhancing Dynamics in Higher Education Piano Learning and Performance20 cited
• 2021Musical engagement in one-to-one contexts19 cited
• 2017A framework for studying teachers’ hand gestures in instrumental and vocal music contexts18 cited
• 2022Musikerne, bransjen og samfunnet