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Cited by

• 2022Going online: Successes and challenges in delivering group music instrument and aural learning for older adult novices during the COVID-19 pandemic15 cited
• 2023Promoting creative autonomy support in school music education: An intervention study targeting interaction14 cited
• 2024Formal, informal, and non-formal learning as analytic categories for research in music education12 cited
• 2022Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values10 cited
• 2024Becoming singular: Musical identity construction and maintenance through the lens of identity process theory9 cited
• 2021Singing lessons as a path to well-being in later life9 cited
• 2023Layers and dynamics of social impact: Musicians’ perspectives on participatory music activities9 cited
• 2024Thinking Community Music8 cited
• 2022Children’s identity work in daily singing-based music classes: A case study of an Australian boys’ school8 cited
• 2023Musical Futures and Irish primary schools: an investigation into the impact of informal learning and non-formal teaching on music education7 cited
• 2025Identity formation and possible selves of early career instrumental music teachers: A qualitative study5 cited
• 2023Teacher habitus as/at the nexus of practice: Musical Futures and Irish primary schools5 cited
• 2021