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No Child Left behind: Determining the Impact of Policy on Music Education in Ohio

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References

2001Strong arts, strong schools : the promising potential and shortsighted disregard of the arts in American schooling94 cited

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2017The Vulnerability of Urban Elementary School Arts Programs: A Case Study33 cited
2017Music education and the well-rounded education provision of the Every Student Succeeds Act: A critical policy analysis32 cited
2010Developing Capacity for Change: A Policy Analysis for the Music Education Profession24 cited
2018Policy and the K–12 Music Teacher: A Literature Review16 cited
2019Policy as Practice15 cited
2020Understanding Participation in Secondary Music Classes: A Literature Review12 cited
2007Principles for Principals: Why Music Remains Important in Middle Schools10 cited
2021Crossing borders and taking risks: supporting the music educator as policy practitioner10 cited
2016Teaching primary school music: coping with changing work conditions8 cited
2014Music education in Puerto Rican elementary schools: A study from the perspective of music teachers7 cited
2020Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era?7 cited
2017Arts Education in Canada and the United States6 cited
2012

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Music Education in the State of Oklahoma: Perceptions from the K-12 Educational Community

4 cited