In press

Bartolome, S. J. (in press) Comparing fieldwork experiences: A longitudinal examination of pre-service and first-year teacher perspectives. Journal of Research in Music Education.

Bartolome, S. J. & Stanford, M. E. (in press). “Can’t I sing with the girls?”: A transgender music educator’s journey. In Talbot, B.C. (Ed.), Marginalized Voices in Music Education. New York: Routledge.

Healy, D. J. & Ankney, K. L.  (in press) Group improvisation activities for K-12 ensembles. New York, NY: Oxford University Press.

Weidner, B. N. (in press).  Achieving greater musical independence in ensemble through cognitive apprenticeship.  Music Educators Journal.

Weidner, B. N. (in press).  Content-area literacy in ensemble music education: The Before-During-After (B-D-A) instructional framework.  Journal of Music Teacher Education.


Berglin, J. (2017).  An interview with Olivia Gude about connecting school and community arts practice.  Arts Education Policy Review, 118, 60-66.

Berglin, J. (2017, Feb 27).  Don’t reduce transgender rights to bathroom access. Education Week.  

Demorest, S. M. (March, 2017). Stop obsessing over talent—everyone can sing. The Conversation.

Demorest, S. M., Kelley, J., & Pfordresher, P. Q. (2017). Singing ability, musical self-concept, and future music participation. Journal of Research in Music Education, 65, 1-16. DOI: 10.1177/0022429416680096

Demorest, S. M., Nichols, B. & Pfordresher, P. Q. (2017). The effect of focused instruction on young children’s singing accuracy. Psychology of Music, DOI: 10.1177/0305735617713120

Weidner, B. N. (2017, Aug 18). Welcoming a Jehovah’s Witness into the bandroom. Music in a Minuet-NAfME Music Blog

White, A. G. (2017). Practical approaches to research-based sight-singing instruction.  Iowa Choral Directors: Sounding Board, 49(3), 20-23.


Bartolome, S.J. (2016). Melanie’s story: A narrative account of a transgender music educator’s journey. Bulletin of the Council for Research in Music Education, 207-208, 25-47.

Bartolome, S. J. (2016, May/June). Choir as community: Lessons from the field. Ala Breve, 29-31.

Demorest, S. M. & Morrison, S. J. (2016). Quantifying culture: The cultural distance hypothesis of melodic expectancy. In J. Chiao, S. Lu, R. Seligman, & R. Turner (Eds.) Handbook of Cultural Neuroscience (Vol. 1). (pp. 183-194).  New York: Oxford University Press.

Demorest, S. M., Morrison, S. J., Nguyen, V. & Bodnar, E. (2016). The influence of contextual cues on cultural bias in music memory. Music Perception, 33, 590–600. DOI: 10.1525/MP.2016.33.5.590

Hickey, M.  (2016, Apr 28).  What a well-rounded music education should mean for all students.  Huffington Post.

Hickey, M. (2016, Mar 1).  Why not change the face of music education now?  Truth Out.  

Kelley, J. F. & Demorest, S. M. (2016). Music programs in charter and traditional schools: A comparative study of Chicago elementary schools. Journal of Research in Music Education, 64, 1-20.  doi:10.1177/0022429416630282.


Ankney, K. L., & Healy, D. J. (2015). Creative musical enactment for music teacher educators: Responsive pedagogy and the free improvisation classroom. In S. Conkling (Ed.), Envisioning music teacher education: Proceedings of the 2013 Symposium for Music Teacher Education. Lanham, MD: Rowman and Littlefield Publishers.

Berglin, J. (2015).  “It’s much more collaborative”: Democratic action in contemporary collegiate a cappella.  Bulletin of the Council of Research in Music Education, 205, 51-69. doi:10.5406/bulcouresmusedu.205.0051

Demorest, S. M. & Pfordresher, P. Q. (2015). Singing accuracy development from K-adult: A comparative study. Music Perception, 32, 293-302. DOI: 10.1525/MP.2015.32.3.293

Demorest, S.M., Pfordresher, P.Q., Dalla Bella, S., Hutchins, S., Loui, P., Rutkowski, J. & Welch, G.F. (2015). Methodological perspectives on singing accuracy: An introduction to the special issue on singing accuracy (part 2). Music Perception, 32, 266-271. DOI: 10.1525/MP.2015.32.3.266

Hickey, M. (2015). Learning from the experts: A study of free improvisation pedagogues in University settings. Journal of Research in Music Education, 62(1), 425-445.

Hickey, M. (2015). Music education and the invisible youth: Research and practice of music education for youth in detention centers. In C. Benedict, P. Schmidt, G. Spruce, and P. Woodford (Eds.), the Oxford handbook of social justice and music education, (pp. TBD). New York: Oxford University Press.

Hickey, M.  (2015, Dec 2).  Music to their ears: How music can reach incarcerated teens and offer hope.  Huffington Post.

Hickey, M. M., Ankney, K. A., Healy, D. J., & Gallo, D. (2015). The effects of group free improvisation on improvisation achievement and improvisation confidence. Music Education Research, 17(2), retrieved from

Loui, P., Demorest, S.M., Pfordresher, P.Q., & Iyer, J. (2015) Neurological and developmental approaches to poor pitch perception and production. In The Neurosciences and Music V: Cognitive 
Stimulation and Rehabilitation, Annals of the New York Academy of Sciences. 1337, 263–271. DOI: 10.1111/nyas.12623

Pfordresher, P.Q., Demorest, S.M., Dalla Bella, S., Hutchins, S., Loui, P., Rutkowski, J. & Welch, G.F. (2015). Theoretical perspectives on singing accuracy: An introduction the special issue on singing accuracy (Part 1). Music Perception, 32, 227-231. DOI: 10.1525/MP.2015.32.3.227

Weidner, B. N. (2015). Developing musical independence in a high school band.  Bulletin of the Council of Research in Music Education. doi:10.5406/bulcouresmusedu.205.0071


Hansen, D., & Weidner, B. N. (2014). Literacy connections for secondary students. In D. Hansen, E. Bernstorf, & G. M. Stuber.  The Music & Literacy Connection. (2nd edition).  Lanham, MD: Rowman & Littlefield Pub, 195-212.

Healy, D. (2014). Play it one more time Billy, this time with more mistakes: Divergent improvisation activities for the jazz ensemble. Music Educators Journal, 100(3), 67-72.


Brinson, B. & Demorest, S.M. (2013) Choral Music Methods and Materials (2nd Edition), New York: Cengage.

Morrison, S. J., Demorest, S. M., Campbell, P. S., Bartolome, S. J., & Roberts, J. C. (2013). Effect of intensive instruction on elementary students’ memory for culturally unfamiliar music. Journal of Research in Music Education, 60, vol. 363-374. doi:10.1177/0022429412462581

Patel, A. & Demorest, S. (2013). Comparative music cognition: Cross-species and cross-cultural studies, Chapter 16 in D. Deutsch ed. The Psychology of Music (3rd ed.). San Diego: Academic Press, 647-681.

Thompson, J. D. (2013). Toward cultural responsiveness in music instruction with Black detained youth: An analytic autoethnography. Music Education Research.


Demorest, S.M. & Osterhout, L. (2012). ERP responses to cross-cultural melodic expectancy violations. in Neurosciences and Music IV: Learning and Memory, Annals of the New York Academy of Sciences. 152–157. doi: 10.1111/j.1749-6632.2012.06464.x

Hickey, M. (2012). What pre-service teachers can learn from composition researchIn M. Kaschub & J, Smith (Eds.), Composing our future: Preparing music educators to teach composition, New York: Oxford University Press.

Hickey, M. (2012). Music Outside the Lines: Ideas for Composing Music in K-12 Classrooms.  Oxford University Press.

Hickey, M., & Cohen, M (2012).  Function-based music education: A framework for facilitating musical learning and developing human relationships through analyses of two prison case studies.  In L.K. Thompson & M.R. Campbell (Eds.), Situating inquiry: Expanded venues for music education research. Advances in music education book series (pp. 99-118). Charlotte, NC: Information Age Publishing.

Morrison, S. J. & Demorest, S. M. (2012). Once from the top: Reframing the role of the conductor in ensemble teaching. in MacPherson & Welch eds. Oxford Handbook of Music Education, Vol. 1, New York: Oxford University Press, 826-843.


Demorest, S.M.  (2011). Biological and environmental factors in music cognition and learning. in R. Colwell and P. Webster (eds.) MENC Handbook of Research on Music Learning: Volume 1. New York: Oxford University Press, 173-215.


Demorest, S. M., Morrison, S. J., & Campbell, P. S. (Eds.), Proceedings of the 11th International Conference on Music Perception and Cognition, (ICMPC11) Seattle, WA: University of Washington, (August, 2010).

Demorest, S. M., Morrison, S. J., Stambaugh, L. A., Beken, M., Richards, T. L., & Johnson, C. (2010). An fMRI investigation of the cultural specificity of music memory. Social Cognitive and Affective Neuroscience 5, 282-291, doi: 10.1093/scan/nsp048.

Stambaugh, L. A., & Demorest, S. M. (2010). The effect of contextual interference on instrumental practice: An application of motor learning theory. Update: Applications of Research in Music Education, 28, 20–28. doi: 10.1177/8755123310361768.


Hickey, M. (2009). Can improvisation be ‘taught?’ A call for free improvisation in our schools. International Journal of Music Education. 27(4), 1–15.

Hickey, M. (2009).  Freeing improvisation in school music. Musicworks. The Journal of the Australian National Council of Orff-Schulwerk,14, p. 13-22.

Morrison, S.J. & Demorest, S. M. (2009). Cultural constraints on music perception and cognition. In J.Y. Chiao, (ed.) Progress in Brain Research, Vol. 178, Cultural Neuroscience: Cultural Influences on Brain Function. The Netherlands: Elsevier. 67-77.


Hickey, M. (2008). Assessing creativity: An oxymoron? In T. S. Brophy (Ed.), Integrating curriculum, theory, and practice: Proceedings of the 2007 Florida Symposium on Assessment in Music Education(pp. 191-200). Chicago: GIA Publications.

Hickey, M. (2008). At-risk teens: Making sense of life through music composition. In J. L. Kerchner & C. R. Abril (Eds.) Musical experience in our lives: Things we learn and meanings we make (pp. 201-217). Lanham, MD: Rowman & Littlefield.

Hickey, M. (2008, July). Teaching improvisation: Is it possible? International Society for Music Education, Bologna, Italy.

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