Julie Ballantyne
Cited by
Cited by
Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers
J Ballantyne, J Packer
Music Education Research 6 (3), 299-312, 2004
The impact of music festival attendance on young people’s psychological and social well-being
J Packer, J Ballantyne
Psychology of Music 39 (2), 164-181, 2011
‘To be heard’: the social and mental health benefits of choir singing for disadvantaged adults
GA Dingle, C Brander, J Ballantyne, FA Baker
Psychology of music 41 (4), 405-421, 2013
Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change
C Mills, J Ballantyne
Teaching and Teacher education 26 (3), 447-454, 2010
Social justice and teacher education: A systematic review of empirical work in the field
C Mills, J Ballantyne
Journal of Teacher Education 67 (4), 263-276, 2016
Documenting praxis shock in early-career Australian music teachers: The impact of pre-service teacher education
J Ballantyne
International Journal of Music Education 25 (3), 181-191, 2007
Developing music teacher identities: An international multi-site study
J Ballantyne, JL Kerchner, JL Aróstegui
International Journal of Music Education 30 (3), 211-226, 2012
Designing and managing music festival experiences to enhance attendees’ psychological and social benefits
J Ballantyne, R Ballantyne, J Packer
Musicae scientiae 18 (1), 65-83, 2014
Reconceptualising preservice teacher education courses for music teachers: The importance of pedagogical content knowledge and skills and professional knowledge and skills
J Ballantyne
Research Studies in Music Education 26 (1), 37-50, 2006
Integration, contextualization and continuity: Three themes for the development of effective music teacher education programmes
J Ballantyne
International Journal of Music Education 25 (2), 119-136, 2007
“You've got to accentuate the positive”: Group songwriting to promote a life of enjoyment, engagement and meaning in aging Australians
FA Baker, J Ballantyne
Nordic Journal of Music Therapy 22 (1), 7-24, 2013
Teachers’ views of constructivist theory: A qualitative study illuminating relationships between epistemological understanding and music teaching practice
D Cleaver, J Ballantyne
International Journal of Music Education 32 (2), 228-241, 2014
A good news story: Early-career music teachers' accounts of their “flourishing” professional identities
J Ballantyne, K Zhukov
Teaching and teacher education 68, 241-251, 2017
Identities of music teachers: Implications for teacher education
J Ballantyne
Teacher education: local and global, 39-44, 2005
On building a community of practice: reflective narratives of academic learning and growth
MS Barrett, J Ballantyne, S Harrison, N Temmerman
Reflective Practice 10 (4), 403-416, 2009
Promoting socially just and inclusive music teacher education: Exploring perceptions of early-career teachers
J Ballantyne, C Mills
Research Studies in Music Education 30 (1), 77-91, 2008
Exploring relationships between teacher identities and disciplinarity
J Ballantyne, P Grootenboer
International Journal of Music Education 30 (4), 368-381, 2012
What music teachers want: the emergence of a unified understanding of an ideal teacher education course.
J Ballantyne
Australian Journal of Teacher Education 31 (1), 1-11, 2006
Teaching careers: Exploring links between well-being, burnout, self-efficacy and praxis shock
J Ballantyne, J Retell
Frontiers in Psychology 10, 2255, 2020
Valuing students’ voices: Experiences of first year students at a new campus
J Ballantyne
International Journal of Pedagogies and Learning 7 (1), 41-50, 2012
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