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Teacher Perspectives on No Child Left Behind and Arts Education: A Case Study

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2017Defining quality in visual art education for young children: Building on the position statement of the Early Childhood Art Educators45 cited
2016Music teacher stress in the era of accountability44 cited
2016Equity, the Arts, and Urban Education: A Review

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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

2016Alleviating praxis shock: Induction policy and programming for urban music educators28 cited

2018Policy and the K–12 Music Teacher: A Literature Review16 cited

2021Is there a transnational trend of “nudging” away from the arts? How the selection device works in the European–Swedish context13 cited

2020Music across the waves: an international comparative examination of the Irish generalist and the American specialist models of music education from the teacher’s perspective11 cited

2019The state of music education in the basic general public schools of Ecuador: The administrators’ perspective10 cited

2016Teaching primary school music: coping with changing work conditions8 cited

2014First-Generation Mixed Methods Designs in Music Education Research: Establishing an Initial Schematic7 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

2011Assessment Assemblage: Advancing Portfolio Practice through the Assessment Staging Theory7 cited

2015Do You Really Want to Know? Elementary Music Personnel and Potential in Utah6 cited