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Cited by

• 2010Walking, sensing, belonging: ethno-mimesis as performative praxis172 cited
• 2000Where Learning is: Metaphors and Situated Learning in a Planning Group68 cited
• 2005What Creativity Isn't: The Presumptions of Instrumental and Individual Justifications for Creativity in Education59 cited
• 2010The ‘good enough’ drama: reinterpreting constructivist aesthetics and epistemology in drama education40 cited
• 1983Movement and Meaning: Dance in Social Anthropological Perspective34 cited
• 2009Dance partners for creativity: choreographing space for co‐participative research into creativity and partnership in dance education33 cited
• 2008Using reflection as a tool for training generalist teachers to teach music31 cited
• 2000Reasons to teach music: establishing a place in the contemporary curriculum27 cited
• 2017The Aesthetic Imperative of a Rational-Technical Machinery: A Study in Organizational Control Through the Design of Artifacts26 cited
• 2009Leadership, management and sculpture: how arts based activities can transform learning and deepen understanding25 cited
• 2000Inter-acting with the Past - the use of participatory theatre at museums and heritage sites24 cited
• 1996What is wrong with school music? – a response to Malcolm Ross23 cited
• 2000The Long and Winding Road: The Story of Rock Music in Scottish Schools