Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching. British Journal of Educational Psychology, 90(3), 736-752. 

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554 

Ballantyne, J., & Packer, J. (2004). Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers. Music Education Research, 6(3), 299-312. 

Barry, N. H. (1996). Promoting reflective practice in an elementary music methods course. Journal of Music Teacher Education, 5(2), 6-13. 

Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity: Beginning pre-service teachers' professional identities. Issues in Educational Research, 25(3), 225-245. 

Bond, V. L. (2017). Culturally responsive education in music education: A literature review. Contributions to Music Education, 42, 153-180. 

Bremmer, M. (2021). Where’s the body? Reconsidering the concept of pedagogical content knowledge through research in music education with Dutch specialist preschool music teachers. British Journal of Music Education, 38(2), 119-130. 

Bresler, L. (2021). What formative research can do for music education: A tool for informed change. Vision of Research in Music Education, 16(5), 24. 

Butler, A. (2001). Preservice music teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance. Journal of Research in Music Education, 49(3), 258-272. 

Calderón-Garrido, D., & Gustems-Carnicer, J. (2021). Adaptations in conservatories and music schools in Spain during the COVID-19 pandemic. International Journal of Instruction, 14(4), 451-462. 

Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2). 

Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of teacher Education, 44(4), 263-272. Crowe, D. R. (1996). Effects of score study style on beginning conductors' error-detection abilities. Journal of Research in Music Education, 44(2), 160-171. 

DeCarbo, N. J. (1982). The effects of conducting experience and programmed materials on error-detection scores of college conducting students. Journal of Research in Music Education, 30(3), 187-200. 

de la Mora Velasco, E., & Hirumi, A. (2020). The effects of background music on learning: A systematic review of literature to guide future research and practice. Educational Technology Research and Development, 68, 2817-2837. 

Donahue-Keegan, D., Villegas-Reimers, E., & Cressey, J. M. (2019). Integrating social-emotional learning and culturally responsive teaching in teacher education preparation programs. Teacher Education Quarterly, 46(4), 150-168. 

Draves, T. J. (2019). Teaching ambition realized: Paul’s beginning music teacher identity. Journal of Research in Music Education, 67(2), 153-174. 

Ekiz-Kiran, B., & Boz, Y. (2020). Interactions between the science teaching orientations and components of pedagogical content knowledge of in-service chemistry teachers. Chemistry Education Research and Practice, 21(1), 95-112. 

Flemming, K., Booth, A., Garside, R., Tunçalp, Ö., & Noyes, J. (2019). Qualitative evidence synthesis for complex interventions and guideline development: Clarification of the purpose, designs and relevant methods. BMJ global health, 4(Suppl 1), e000882. Forrester, S. H. (2018). Music teacher knowledge: An examination of the intersections between instrumental music teaching and conducting. Journal of Research in Music Education, 65(4), 461-482. 

Forsythe, J. L., & Woods, J. R. (1983). The effects of conducting on the error detection ability of undergraduate and graduate instrumental conductors. Contributions to Music Education, 10, 27-32. 

Goolsby, T. W. (1999). A comparison of expert and novice music teachers' preparing identical band compositions: An operational replication. Journal of Research in Music Education, 47(2), 174-187. 

Greenhow, C., Graham, C. R., & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities. Educational Psychologist, 57(3), 131-147. 

Gromko, J. E. (2021). Invented iconographic and verbal representations of musical sound: Their informal content and usefulness in retrieval tasks. Visions of Research in Music Education, 16(6), 6. 

Hart Jr., J. T. (2019). The status of music education conducting curricula, practices, and values. Journal of Research in Music Education, 67(2), 153-174.

Haston, J. L. (2018). Sources of pedagogical content knowledge (PCK) for secondary band teachers. Journal of

Research in Music Education, 66(2), 175-194.

 

Hassanien, M. A., Al-Hayani, A., Abu-Kamer, R., & Almazrooa, A. (2013). A six step approach for developing computer-based assessment in medical education. Medical Teacher, 35(sup1), S15-S19. 

Haston, W. (2018). In-service music teachers’ self-perceived sources of pedagogical content knowledge. Bulletin of the Council for Research in Music Education, (217), 45-66. 

Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers’ mathematics knowledge for teaching. The Elementary School Journal, 105(1), 11-30. Incognito, O., Scaccioni, L., & Pinto, G. (2022). The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers. International Journal of Music Education, 40(1), 90-104. 

Jarrahi, M. H., & Eshraghi, A. (2019). Digital natives vs digital immigrants: A multidimensional view on interaction with social technologies in organizations. Journal of Enterprise Information Management, 32(6), 1051-1070. 

Johnson, C. M., & Fredrickson, W. E. (1995). The effect of aural commentary, written comments, and behavioral self-assessment on conductor intensity. Journal of Band Research, 30(2), 27. 

Jossan, K. S., Gauthier, A., & Jenkinson, J. (2021). Cultural implications in the acceptability of game-based learning. Computers & Education, 174, 104305. 

Kind, V., & Chan, K. K. (2019). Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of Science Education, 41(7), 964-978. 

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. 

Kong, S. C., Lai, M., & Sun, D. (2020). Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy. Computers & Education, 151, 103872. 

Labbaf, A., Moinzadeh, A., & Dabaghi, A. (2019). Professional identity and teaching quality: The case of Iranian EFL teachers. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 11(24), 201-225. 

Lane, J. S. (2006). Undergraduate instrumental music education majors' approaches to score study in various musical contexts. Journal of Research in Music Education, 54(3), 215-230. 

Lee, D. A. (2018). A pedagogical canon for electric guitar: An Australian cultural perspective. Malaysian Journal of Music, 7, 58-77. 

Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers’ pedagogical content knowledge (Vol. 12). Springer Science & Business Media. Maaranen, K., & Stenberg, K. (2020). Making beliefs explicit–student teachers’ identity development through personal practical theories. Journal of Education for Teaching, 46(3), 336-350. 

Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. Examining Pedagogical Content Knowledge: The Construct And Its Implications For Science Education, 95-132. 

Manila, B. M. (2020). Pedagogical content knowledge in music education among public elementary teachers Pedagogical Research, 4(1), 1-13. 

Mat Yusoff, S., Razak, R. A., Chin, H. L., & Mohamad Marzaini, A. F. (2023). Exploring teachers’ conceptions of assessment: A quantitative study in a secondary school setting. Journal of Research, Policy & Practice of Teachers and Teacher Education, 13(2), 59-72. Mateiro, T., Russell, J., & Westvall, M. (2012). Student music teachers’ perceptions of pedagogical content knowledge-in-action: An inquiry across three countries. Finnish Journal of Music Education, 15(02), 53-64. 

Matsunobu, K. (2023). Discussing a methodology for researching the long-term impact of music education: Drawing on learners’ memories and self-accounts. Research Studies in Music Education, 45(2), 229-244. 

Mayne, R. G. (1992). An investigation of the use of facial expression in conjunction with musical conducting gestures and their interpretation by instrumental performers. The Ohio State University. 

Mayuni, I., & Dhieni, N. (2022). The effectiveness of multimedia learning for distance education toward early childhood critical thinking during the COVID-19 pandemic. European Journal of Educational Research, 11(3), 1553-1568. 

McCarthy, M. (2007). Narrative inquiry as a way of knowing in music education. Research Studies in Music Education, 29(1), 3-12. 

Meesuk, P., Sramoon, B., & Wongrugsa, A. (2020). Classroom action research-based instruction: The sustainable teacher professional development strategy. Journal of Teacher Education for Sustainability, 22(1), 98-110. 

Mercader, C., & Gairín, J. (2020). University teachers' perception of barriers to the use of digital technologies: The importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(1), 4. 

Millican, J. S. (2012). Starting out right: Beginning band pedagogy. Scarecrow Press.

Millican, J. S. (2008). A new framework for music education knowledge and skill. Journal of Music Teacher Education, 18(1), 67-78. 

Millican, J. S. (2013). Describing instrumental music teachers’ thinking: Implications for understanding pedagogical content knowledge. Update: Applications of Research in Music Education, 31(2), 45-53. 

Millican, J. S. (2017). Band instrument selection and assignment: A review of the literature. Update: Applications of Research in Music Education, 35(2), 46-53.

Mohamed, R., Ghazali, M., & Samsudin, M. A. (2020). A systematic review on mathematical language

learning using PRISMA in Scopus database. EURASIA Journal of Mathematics, Science and Technology Education, 16(8), https://doi.org/10.29333/ejmste/8300 

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Reprint—preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Physical therapy, 89(9), 873-880. 

Montemayor, M., & Moss, E. A. (2009). Effects of recorded models on novice teachers’ rehearsal verbalizations, evaluations, and conducting. Journal of Research in Music Education, 57(3), 236-251. 

Oliveira, A., Feyzi Behnagh, R., Ni, L., Mohsinah, A. A., Burgess, K. J., & Guo, L. (2019). Emerging technologies as pedagogical tools for teaching and learning science: A literature review. Human Behavior and Emerging Technologies, 1(2), 149-160. 

Opfer, V. D., & Pedder, D. (2011). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3-24. 

Oztay, E. S., & Boz, Y. (2022). Interaction between pre-service chemistry teachers’ pedagogical content knowledge and content knowledge in electrochemistry. Journal of Pedagogical Research, 6(1), 245-269. 

Partti, H., Westerlund, H., & Lebler, D. (2015). Participatory assessment and the construction of professional identity in folk and popular music programs in Finnish and Australian music universities. International Journal of Music Education, 33(4), 476-490. Paul, S. J. (1998). The effects of peer teaching experiences on the professional teacher role development of undergraduate instrumental music education majors. Bulletin of the Council for Research in Music Education, 73-92. 

Payne, P. D., Burrack, F., Parkes, K. A., & Wesolowski, B. (2019). An emerging process of assessment in music education. Music Educators Journal, 105(3), 36-44. 

Price, H. E., & Byo, J. L. (2002). Rehearsing and conducting. The science and psychology of music performance: Creative strategies for teaching and learning, 335-351. 

Raiber, M., & Teachout, D. (2014). The journey from music student to teacher: A professional approach. Routledge. 

Rizk, J., & Hillier, C. (2022). Digital technology and increasing engagement among students with disabilities: Interaction rituals and digital capital. Computers and Education Open, 3, 100099. 

Rowan, B., Schilling, S. G., Ball, D. L., Miller, R., Atkins-Burnett, S., Camburn, E., Harrison, D. & Phelps, G. (2001). Measuring teachers’ pedagogical content knowledge in surveys: An exploratory study. Ann Arbor: Consortium for Policy Research in Education, University of Pennsylvania, 1, 1-20. 

Rudolph, C. W., Rauvola, R. S., Costanza, D. P., & Zacher, H. (2021). Generations and generational differences: Debunking myths in organizational science and practice and paving new paths forward. Journal of Business and Psychology, 36, 945-967. 

Sætre, J. H., & Zhukov, K. (2021). Let’s play together: Teacher perspectives on collaborative chamber music instruction. Music Education Research, 23(5), 553-567. Sevinc, S. (2023). Knowledge-in-action for crafting mathematics problems in realistic contexts. Journal of Mathematics Teacher Education, 26(4), 533-565. 

Shaw, R. (2016). Urban music educators' contextual knowledge: Implications for teacher education. Music Education Research, 18(3), 297-312. Shulman, L. S. (1986). Those who understand: A conception of teacher knowledge. American Educator, 10(1). 

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. 

Silvey, B. A., & Montemayor, M. (2014). Effects of internal and external focus of attention on novices’ rehearsal evaluations. Journal of Research in Music Education, 62(2), 161-174. 

Silvey, B. A., Montemayor, M., & Baumgartner, C. M. (2017). An observational study of score study practices among undergraduate instrumental music education majors. Journal of Research in Music Education, 65(1), 52-71. 

Silvey, B. A., Springer, D. G., Noon, C. M., Baumgartner, C. M., Scherer, A. D., & Montemayor, M. (2020). Band directors’ perceptions of instrumental conducting curricula. Journal of Music Teacher Education, 30(1), 65-78. 

Song, Y. (2023). Sino-African Artistic Exchanges: A Cross-Cultural Analysis. Journal of Namibian Studies: History Politics Culture, 35, 1027-1049. 

Sungurtekin, S. (2021). Classroom and music teachers' perceptions about the development of imagination and

creativity in primary music education. Journal of Pedagogical Research, 5(3), 164-186. Swanson, J. B. (2013). Education for problematization: A democratic reconstruction of the school. The Pennsylvania State University. 

Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99-110. 

Tsugawa, Y. (2022). Intergenerational dynamics in a New Horizons ensemble: Preservice music teachers’ experiences and pedagogical content knowledge. Journal of Research in Music Education, 70(2), 195-214. 

Vadivel, B. (2021). Using music for developing language skills in the English language classroom. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 501-507. 

Villarreal, E. (2010). Private lesson teachers' attitudes towards private teaching and pre-service education: A replication and extension [Master’s thesis, Texas Tech University]. 

Wacker, A. T. (2020). Teacher knowledge and lesson preparation in music education: A review of the literature. Visions of Research in Music Education, 35(1), 4. Wacker, A. T., Scherer, A. D., Hampton, R., & Regier, B. J. (2018). Programming Trends of Large Ensembles at the Missouri Music Educators Association Conference (2009-2018). Missouri Journal of Research in Music Education, (55). 

Wolfgang Jr, R. E. (1990). Early field experience in music education: A study of teacher role socialization. University of Oregon. 

Worthy, M. D. (2005). The effects of self-evaluation on the timing of teacher and student behaviors in lab rehearsals. Journal of Music Teacher Education, 15(1), 8-14. Xu, W., & Zammit, K. (2020). Applying thematic analysis to education: A hybrid approach to interpreting data in practitioner research. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920918810 

Yan, Z., & Carless, D. (2022). Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116-1128. 

Yin, J. (2022). The application of PCK concept and information fusion-oriented multimedia technology in music education. Advances in Mathematics and Computer Science, 8978742.