Index to volume 24

Abril, Carlos R., Learning outcomes of two approaches to multicultural music education, 24(1), 30–42 Bennett, Dawn, and Andrea Stanberg, Musicians as teachers: developing a positive view through collaborative learning partnerships, 24(3), 219–230 Blom, Diana, Beyond the cover version: encouraging student performers to produce original interpretations of popular songs, 24(2), 159–167 Councill, Kimberly H., see Henninger, Jacqueline C. Darrow, Alice-Ann, and Kerry Marsh, Examining the validity of self-report: middle-level singers’ ability to predict and assess their sight-singing skills, 24(1), 21–29 de Vries, Peter R., Being there: creating music-making opportunities in a childcare centre, 24(3), 255–270 Evelein, Frits, Pop and world music in Dutch music education: two cases of authentic learning in music teacher education and secondary music education, 24(2), 178–187 Flowers, Patricia J. see Henninger, Jacqueline C. Gould, Elizabeth, Dancing composition: pedagogy and philosophy as experience, 24(3), 197–207 Green, Lucy, Popular music education in and for itself, and for ‘other’ music: current research in the classroom, 24(2), 101–118 Harnish, David see O’Hagin, Isabel Barbara Hannan, Michael, Contemporary music student expectations of musicianship training needs, 24(2), 148–158 Henninger, Jacqueline C., Patricia J. Flowers and Kimberly H. Councill, Pedagogical techniques and student outcomes in applied instrumental lessons taught by experienced and pre-service American music teachers, 24(1), 71–84 Ilari, Beatriz, and Linda Polka, Music cognition in early infancy: infants’ preferences and long-term memory for Ravel, 24(1), 7–20 Marsh, Kerry see Darrow, Alice Ann

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