|
2020 Journal Article Problem-seeking in teacher education: empowering students to grapple with the complexities of the professionBallantyne, Julie, Flynn, Libby and Olm-Madden, Tammie (2020). Problem-seeking in teacher education: empowering students to grapple with the complexities of the profession. Australian Journal of Teacher Education, 45 (5) 3, 38-61. doi: 10.14221/ajte.2020v45n5.3 |
|
2020 Journal Article Teaching careers: Exploring links between well-being, burnout, self-efficacy and praxis shockBallantyne, Julie and Retell, James (2020). Teaching careers: Exploring links between well-being, burnout, self-efficacy and praxis shock. Frontiers in Psychology, 10 2255, 2255. doi: 10.3389/fpsyg.2019.02255 |
|
2016 Book Chapter Facilitating dissonance: implications for social justice in music teacher educationBallantyne, Julie, Canham, Nicole and Barrett, Margaret (2016). Facilitating dissonance: implications for social justice in music teacher education. Giving voice to democracy in music education. (pp. 236-251) edited by Lisa C. DeLorenzo. New York, NY, United States: Routledge. doi: 10.4324/9781315725628 |
|
2015 Book Chapter The intersection of music teacher education and social justice: where are we now?Ballantyne, Julie and Mills, Carmen (2015). The intersection of music teacher education and social justice: where are we now?. The Oxford handbook of social justice in music education. (pp. 644-657) edited by Cathy Benedict, Patrick Schmidt, Gary Spruce and Paul Woodford. Oxford, United Kingdom: Oxford University Press. doi: 10.1093/oxfordhb/9780199356157.013.70 |
|
2019 Book Chapter Building a Culture of Ethical, Comparable, Authentic Assessment: Music education in QueenslandReid, Andrew and Ballantyne, Julie (2019). Building a Culture of Ethical, Comparable, Authentic Assessment: Music education in Queensland. The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education. (pp. 465-482) edited by David J. Elliott, Marissa Silverman and Gary E. McPherson. New York, United States: Oxford University Press. doi: 10.1093/oxfordhb/9780190265182.002.0005 |
|
2018 Journal Article EditorialBallantyne, Julie (2018). Editorial. Research Studies in Music Education, 40 (2), 139-139. doi: 10.1177/1321103X18818306 |
|
2018 Journal Article Measuring self-perceptions of creative identity: a cross-cultural comparison of the creative identities of pre-service music teachers in the US and AustraliaRandles, Clint and Ballantyne, Julie (2018). Measuring self-perceptions of creative identity: a cross-cultural comparison of the creative identities of pre-service music teachers in the US and Australia. Music Education Research, 20 (2), 231-241. doi: 10.1080/14613808.2016.1249360 |
|
2017 Journal Article A good news story: Early-career music teachers' accounts of their “flourishing” professional identitiesBallantyne, Julie and Zhukov, Katie (2017). A good news story: Early-career music teachers' accounts of their “flourishing” professional identities. Teaching and Teacher Education, 68, 241-251. doi: 10.1016/j.tate.2017.08.009 |
|
2017 Book Chapter Using mobile technologies and problem-seeking pedagogies to bridge universities and workplacesBallantyne, Julie (2017). Using mobile technologies and problem-seeking pedagogies to bridge universities and workplaces. The Oxford Handbook of Technology and Music Education. (pp. 575-580) edited by S. Alex Ruthmann and Roger Mantie. New York, New York: Oxford University Press. doi: 10.1093/oxfordhb/9780199372133.013.54 |
|
2016 Journal Article Social justice and teacher education: a systematic review of empirical work in the fieldMills, Carmen and Ballantyne, Julie (2016). Social justice and teacher education: a systematic review of empirical work in the field. Journal of Teacher Education, 67 (4), 263-276. doi: 10.1177/0022487116660152 |
|
2014 Journal Article Teachers' views of constructivist theory: a qualitative study illuminating relationships between epistemological understanding and music teaching practiceCleaver, David and Ballantyne, Julie (2014). Teachers' views of constructivist theory: a qualitative study illuminating relationships between epistemological understanding and music teaching practice. International Journal of Music Education, 32 (2), 228-241. doi: 10.1177/0255761413508066 |
|
2014 Journal Article Designing and managing music festival experiences to enhance attendees’ psychological and social benefitsBallantyne, Julie, Ballantyne, Roy and Packer, Jan (2014). Designing and managing music festival experiences to enhance attendees’ psychological and social benefits. Musicae Scientiae, 18 (1), 65-83. doi: 10.1177/1029864913511845 |
|
2013 Journal Article 'To be heard': The social and mental health benefits of choir singing for disadvantaged adultsDingle, Genevieve A., Brander, Christopher, Ballantyne, Julie and Baker, Felicity A. (2013). 'To be heard': The social and mental health benefits of choir singing for disadvantaged adults. Psychology of Music, 41 (4), 405-421. doi: 10.1177/0305735611430081 |
|
2013 Journal Article Leading together, learning together: music education and music therapy students' perceptions of a shared practicumBallantyne, Julie and Baker, Felicity (2013). Leading together, learning together: music education and music therapy students' perceptions of a shared practicum. Research Studies in Music Education, 35 (1), 67-82. doi: 10.1177/1321103X13488471 |
|
2013 Journal Article “You've got to accentuate the positive”: group songwriting to promote a life of enjoyment, engagement and meaning in aging AustraliansBaker, Felicity and Ballantyne, Julie (2013). “You've got to accentuate the positive”: group songwriting to promote a life of enjoyment, engagement and meaning in aging Australians. Nordic Journal of Music Therapy, 22 (1), 7-24. doi: 10.1080/08098131.2012.678372 |
|
2013 Book Chapter Exploring dialogues in online collaborative contexts with music teachers and pre-service students in AustraliaBallantyne, Julie and Tammie Olm-Madden (2013). Exploring dialogues in online collaborative contexts with music teachers and pre-service students in Australia. Collaborative learning in higher music education. (pp. 63-76) edited by Helena Gaunt and Heidi Westerlund. Farnham, Surrey, United Kingdom: Ashgate. doi: 10.4324/9781315572642 |
|
2012 Journal Article Exploring relationships between teacher identities and disciplinarityBallantyne, Julie and Grootenboer, Peter (2012). Exploring relationships between teacher identities and disciplinarity. International Journal of Music Education, 30 (4), 368-381. doi: 10.1177/0255761412459165 |
|
2012 Journal Article Valuing students’ voices: experiences of first year students at a new campusBallantyne, Julie (2012). Valuing students’ voices: experiences of first year students at a new campus. International Journal of Pedagogies and Learning, 7 (1), 1886-1906. doi: 10.5172/ijpl.2012.7.1.41 |
|
2012 Journal Article Developing music teacher identities: an international multi-site studyBallantyne, Julie, Kerchner, Jody L. and Aróstegui, José Luis (2012). Developing music teacher identities: an international multi-site study. International Journal of Music Education, 30 (3), 211-226. doi: 10.1177/0255761411433720 |
|
2012 Journal Article Διερευνώντας το σοκ της διδακτικής πράξης σε νεοδιόριστους Αυστραλούς εκπαιδευτικούς μουσικής: το αντίκτυπο της εκπαίδευσης των εκπαιδευBallantyne, Julie (2012). Διερευνώντας το σοκ της διδακτικής πράξης σε νεοδιόριστους Αυστραλούς εκπαιδευτικούς μουσικής: το αντίκτυπο της εκπαίδευσης των εκπαιδευ. Musical Pedagogics, 10, 14-30. |
