| What is everyone saying about teacher evaluation? Framing the intended and inadvertent causes and consequences of Race to the Top CE Aguilar, LK Richerme Arts Education Policy Review 115 (4), 110-120, 2014 | 48 | 2014 |
| Remain or React: The Music Education Profession's Responses to Sputnik and A Nation at Risk L Kapalka Richerme Arts Education Policy Review 113 (1), 35-44, 2012 | 41 | 2012 |
| Apparently, we disappeared LK Richerme Music Educators Journal 98 (1), 35-40, 2011 | 27 | 2011 |
| Measuring music education: A philosophical investigation of the model cornerstone assessments LK Richerme Journal of Research in Music Education 64 (3), 274-293, 2016 | 24 | 2016 |
| Every Student Succeeds Act and social emotional learning: Opportunities and considerations for P-12 arts educators LK Richerme Arts Education Policy Review 122 (3), 151-157, 2021 | 22 | 2021 |
| A descriptive study of music teacher educators’ beliefs about policy CE Aguilar, LK Richerme Journal of Music Teacher Education 25 (2), 37-49, 2016 | 22 | 2016 |
| Reimagining policy: Power, problems, and public stories LK Richerme Arts Education Policy Review 120 (2), 94-102, 2019 | 18 | 2019 |
| Complicating, considering, and connecting music education LK Richerme Indiana University Press, 2020 | 15 | 2020 |
| Roles of certified arts educators, certified non-arts educators, and providers of supplemental arts instruction LK Richerme, SC Shuler, M McCaffrey, D Hansen, L Tuttle SEADAE Arts Education, 1-19, 2012 | 15 | 2012 |
| Who are musickers? LK Richerme Philosophy of Music Education Review 23 (1), 82-101, 2015 | 12 | 2015 |
| To name or not to name? Social justice, poststructuralism, and music teacher education LK Richerme Philosophy of Music Education Review 24 (1), 84-102, 2016 | 11 | 2016 |
| Equity via relations of equality: Bridging the classroom-society divide LK Richerme International Journal of Music Education 39 (4), 492-503, 2021 | 9 | 2021 |
| The diversity bargain and the discourse dance of equitable and best LK Richerme Philosophy of Music Education Review 27 (2), 154-170, 2019 | 9 | 2019 |
| Vulnerable experiences in music education: Possibilities and problems for growth and connectivity LK Richerme Bulletin of the Council for Research in Music Education, 27-42, 2016 | 9 | 2016 |
| A feminine and poststructural extension of cosmopolitan ethics in music education LK Richerme International Journal of Music Education 35 (3), 414-424, 2017 | 7 | 2017 |
| The Hidden Neoliberalism of CASEL's Social Emotional Learning Framework: Concerns for Equity LK Richerme Bulletin of the Council for Research in Music Education, 7-25, 2022 | 6 | 2022 |
| Naming moral-political discourses in music education: a philosophical investigation LK Richerme Journal of Research in Music Education 70 (1), 48-65, 2022 | 6 | 2022 |
| Nomads with Maps: Musical Connections in a Glocalized World. LK Richerme Action, Criticism & Theory for music education 12 (2), 2013 | 6 | 2013 |
| Narrative is Not Emancipatory, but Affective Moments Might Be. LK Richerme Action, Criticism & Theory for Music Education 20 (4), 2021 | 5 | 2021 |
| Uncommon commonalities: Cosmopolitan ethics as a framework for music education policy analysis LK Richerme Arts Education Policy Review 117 (2), 87-95, 2016 | 5 | 2016 |
