The University of Queensland

Understanding music teachers’ perceptions of themselves and their work: An Importance–Confidence Analysis

Ballantyne, Julie and Canham, Nicole (2022). Understanding music teachers’ perceptions of themselves and their work: An Importance–Confidence Analysis. International Journal of Music Education, 1-17. doi: 10.1177/02557614221124966

Teaching careers: Exploring links between well-being, burnout, self-efficacy and praxis shock

Ballantyne, Julie and Retell, James (2020). Teaching careers: Exploring links between well-being, burnout, self-efficacy and praxis shock. Frontiers in Psychology, 10 2255, 2255. doi: 10.3389/fpsyg.2019.02255

Facilitating dissonance: implications for social justice in music teacher education

Ballantyne, Julie, Canham, Nicole and Barrett, Margaret (2016). Facilitating dissonance: implications for social justice in music teacher education. Giving voice to democracy in music education. (pp. 236-251) edited by Lisa C. DeLorenzo. New York, NY, United States: Routledge. doi: 10.4324/9781315725628

The intersection of music teacher education and social justice: where are we now?

Ballantyne, Julie and Mills, Carmen (2015). The intersection of music teacher education and social justice: where are we now?. The Oxford handbook of social justice in music education. (pp. 644-657) edited by Cathy Benedict, Patrick Schmidt, Gary Spruce and Paul Woodford. Oxford, United Kingdom: Oxford University Press. doi: 10.1093/oxfordhb/9780199356157.013.70

Navigating music and sound education

Julie Ballantyne and Brydie-Leigh Bartleet eds. (2010). Navigating music and sound education. Newcastle upon Tyne, United Kingdom: Cambridge Scholars.

Bridging gaps in music teacher education: Developing exemplary practice models using peer collaboration

Ballantyne, Julie, Harrison, Scott, Barrett, Margaret and Temmerman, Nita (2009). Bridging gaps in music teacher education: Developing exemplary practice models using peer collaboration. Adelaide, SA, Australia: Australian Learning and Teaching Council.

Building a Culture of Ethical, Comparable, Authentic Assessment: Music education in Queensland

Reid, Andrew and Ballantyne, Julie (2019). Building a Culture of Ethical, Comparable, Authentic Assessment: Music education in Queensland. The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education. (pp. 465-482) edited by David J. Elliott, Marissa Silverman and Gary E. McPherson. New York, United States: Oxford University Press.

Using mobile technologies and problem-seeking pedagogies to bridge universities and workplaces

Ballantyne, Julie (2017). Using mobile technologies and problem-seeking pedagogies to bridge universities and workplaces. The Oxford Handbook of Technology and Music Education. (pp. 575-580) edited by S. Alex Ruthmann and Roger Mantie. New York, New York: Oxford University Press. doi: 10.1093/oxfordhb/9780199372133.013.54

Facilitating dissonance: implications for social justice in music teacher education

Ballantyne, Julie, Canham, Nicole and Barrett, Margaret (2016). Facilitating dissonance: implications for social justice in music teacher education. Giving voice to democracy in music education. (pp. 236-251) edited by Lisa C. DeLorenzo. New York, NY, United States: Routledge. doi: 10.4324/9781315725628

The intersection of music teacher education and social justice: where are we now?

Ballantyne, Julie and Mills, Carmen (2015). The intersection of music teacher education and social justice: where are we now?. The Oxford handbook of social justice in music education. (pp. 644-657) edited by Cathy Benedict, Patrick Schmidt, Gary Spruce and Paul Woodford. Oxford, United Kingdom: Oxford University Press. doi: 10.1093/oxfordhb/9780199356157.013.70

Exploring dialogues in online collaborative contexts with music teachers and pre-service students in Australia

Ballantyne, Julie and Tammie Olm-Madden (2013). Exploring dialogues in online collaborative contexts with music teachers and pre-service students in Australia. Collaborative learning in higher music education. (pp. 63-76) edited by Helena Gaunt and Heidi Westerlund. Farnham, Surrey, United Kingdom: Ashgate.

Learning instruments informally: a collaborative project across disciplines in popular music and education

Ballantyne, Julie and Lebler, Don (2013). Learning instruments informally: a collaborative project across disciplines in popular music and education. Collaborative learning in higher music education. (pp. 213-218) edited by Helena Gaunt and Heidi Westerlund. Farnham, Surrey, United Kingdom: Ashgate. doi: 10.4324/9781315572642-28

A letter to pre-service music teachers

Ballantyne, Julie and Bartleet, Brydie-Leigh (2010). A letter to pre-service music teachers. Navigating music and sound education. (pp. xvii-xx) edited by Julie Ballantyne and Brydie-Leigh Bartleet. Newcastle upon Tyne, United Kingdom: Cambridge Scholars Publishing.

Navigating context-based learning in pre-service teacher education

Ballantyne, Julie and Bartleet, Brydie-Leigh (2010). Navigating context-based learning in pre-service teacher education. Navigating music and sound education. (pp. 1-15) edited by Julie Ballantyne and Brydie-Leigh Bartle. Cambridge, U.K.: Cambridge Scholars Publishing.

An analysis of current reform agendas in preservice teacher education in Queensland

Ballantyne, Julie (2004). An analysis of current reform agendas in preservice teacher education in Queensland. Performing educational research: theories, methods and practices. (pp. 265-276) edited by McWilliam, Erica, Danby , Susan and Knight, John. Flaxton, Australia: PostPressed.

Understanding music teachers’ perceptions of themselves and their work: An Importance–Confidence Analysis

Ballantyne, Julie and Canham, Nicole (2022). Understanding music teachers’ perceptions of themselves and their work: An Importance–Confidence Analysis. International Journal of Music Education, 1-17. doi: 10.1177/02557614221124966

Editorial

Ballantyne, Julie (2022). Editorial. Research Studies in Music Education, 44 (1), 3-4. doi: 10.1177/1321103x221093027

An exploration of the practice habits and experiences of professional musicians

Vellacott, Christine and Ballantyne, Julie (2022). An exploration of the practice habits and experiences of professional musicians. Music Education Research, 24 (3), 1-15. doi: 10.1080/14613808.2022.2053513

Problem-seeking in teacher education: empowering students to grapple with the complexities of the profession

Ballantyne, Julie, Flynn, Libby and Olm-Madden, Tammie (2020). Problem-seeking in teacher education: empowering students to grapple with the complexities of the profession. Australian Journal of Teacher Education, 45 (5) 3, 38-61. doi: 10.14221/ajte.2020v45n5.3

Teaching careers: Exploring links between well-being, burnout, self-efficacy and praxis shock

Ballantyne, Julie and Retell, James (2020). Teaching careers: Exploring links between well-being, burnout, self-efficacy and praxis shock. Frontiers in Psychology, 10 2255, 2255. doi: 10.3389/fpsyg.2019.02255

Editorial

Ballantyne, Julie (2018). Editorial. Research Studies in Music Education, 40 (2), 139-139. doi: 10.1177/1321103X18818306

Measuring self-perceptions of creative identity: a cross-cultural comparison of the creative identities of pre-service music teachers in the US and Australia

Randles, Clint and Ballantyne, Julie (2018). Measuring self-perceptions of creative identity: a cross-cultural comparison of the creative identities of pre-service music teachers in the US and Australia. Music Education Research, 20 (2), 231-241. doi: 10.1080/14613808.2016.1249360

A good news story: Early-career music teachers' accounts of their “flourishing” professional identities

Ballantyne, Julie and Zhukov, Katie (2017). A good news story: Early-career music teachers' accounts of their “flourishing” professional identities. Teaching and Teacher Education, 68, 241-251. doi: 10.1016/j.tate.2017.08.009

Social justice and teacher education: a systematic review of empirical work in the field

Mills, Carmen and Ballantyne, Julie (2016). Social justice and teacher education: a systematic review of empirical work in the field. Journal of Teacher Education, 67 (4), 263-276. doi: 10.1177/0022487116660152

Designing and managing music festival experiences to enhance attendees’ psychological and social benefits

Ballantyne, Julie, Ballantyne, Roy and Packer, Jan (2014). Designing and managing music festival experiences to enhance attendees’ psychological and social benefits. Musicae Scientiae, 18 (1), 65-83. doi: 10.1177/1029864913511845

Teachers' views of constructivist theory: a qualitative study illuminating relationships between epistemological understanding and music teaching practice

Cleaver, David and Ballantyne, Julie (2014). Teachers' views of constructivist theory: a qualitative study illuminating relationships between epistemological understanding and music teaching practice. International Journal of Music Education, 32 (2), 228-241. doi: 10.1177/0255761413508066

'To be heard': The social and mental health benefits of choir singing for disadvantaged adults

Dingle, Genevieve A., Brander, Christopher, Ballantyne, Julie and Baker, Felicity A. (2013). 'To be heard': The social and mental health benefits of choir singing for disadvantaged adults. Psychology of Music, 41 (4), 405-421. doi: 10.1177/0305735611430081

Leading together, learning together: music education and music therapy students' perceptions of a shared practicum

Ballantyne, Julie and Baker, Felicity (2013). Leading together, learning together: music education and music therapy students' perceptions of a shared practicum. Research Studies in Music Education, 35 (1), 67-82. doi: 10.1177/1321103X13488471

“You've got to accentuate the positive”: group songwriting to promote a life of enjoyment, engagement and meaning in aging Australians

Baker, Felicity and Ballantyne, Julie (2013). “You've got to accentuate the positive”: group songwriting to promote a life of enjoyment, engagement and meaning in aging Australians. Nordic Journal of Music Therapy, 22 (1), 7-24. doi: 10.1080/08098131.2012.678372

Exploring relationships between teacher identities and disciplinarity

Ballantyne, Julie and Grootenboer, Peter (2012). Exploring relationships between teacher identities and disciplinarity. International Journal of Music Education, 30 (4), 368-381. doi: 10.1177/0255761412459165

Valuing students’ voices: experiences of first year students at a new campus

Ballantyne, Julie (2012). Valuing students’ voices: experiences of first year students at a new campus. International Journal of Pedagogies and Learning, 7 (1), 1886-1906. doi: 10.5172/ijpl.2012.7.1.41

Developing music teacher identities: an international multi-site study

Ballantyne, Julie, Kerchner, Jody L. and Aróstegui, José Luis (2012). Developing music teacher identities: an international multi-site study. International Journal of Music Education, 30 (3), 211-226. doi: 10.1177/0255761411433720

Διερευνώντας το σοκ της διδακτικής πράξης σε νεοδιόριστους Αυστραλούς εκπαιδευτικούς μουσικής: το αντίκτυπο της εκπαίδευσης των εκπαιδευ

Ballantyne, Julie (2012). Διερευνώντας το σοκ της διδακτικής πράξης σε νεοδιόριστους Αυστραλούς εκπαιδευτικούς μουσικής: το αντίκτυπο της εκπαίδευσης των εκπαιδευ. Musical Pedagogics, 10, 14-30.

The impact of music festival attendance on young people's psychological and social well being

Packer, Jan and Ballantyne, Julie (2011). The impact of music festival attendance on young people's psychological and social well being. Psychology of Music, 39 (2), 164-181. doi: 10.1177/0305735610372611

Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change

Mills, Carmen and Ballantyne, Julie (2010). Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change. Teaching and Teacher Education, 26 (3), 447-454. doi: 10.1016/j.tate.2009.05.012

Gauging the attitudes of non-traditional students at a new campus: An Australian case study

Ballantyne, Julie, Madden, Tammie and Todd, Nick (2009). Gauging the attitudes of non-traditional students at a new campus: An Australian case study. Journal of Higher Education Policy and Management, 31 (4), 301-313. doi: 10.1080/13600800903191948

On building a community of practice: Reflective narratives of academic learning and growth

Barrett, Margaret S., Ballantyne, Julie, Harrison, Scott and Temmerman, Nita (2009). On building a community of practice: Reflective narratives of academic learning and growth. Reflective Practice, 10 (4), 403-416. doi: 10.1080/14623940903138233

Music teachers Oz online: A new approach to school-university collaboration in teacher education

Ballantyne, Julie, Barrett, Margaret, Temmerman, Nita, Harrison, Scott and Meissner, Ellen (2009). Music teachers Oz online: A new approach to school-university collaboration in teacher education. International Journal of Education and the Arts, 10 (6), x-x.

Bee Gees to boat people

Ballantyne, Julie and Lebler, Don (2009). Bee Gees to boat people. Griffith Review, 6 (23), 199-204.

Guest editorial

Burnard, Pamela, Dillon, Steve and Ballantyne, Julie (2008). Guest editorial. Research Studies in Music Education, 30 (1), 5-7. doi: 10.1177/1321103X08089886

Promoting socially just and inclusive music teacher education: Exploring perceptions of early-career teachers

Ballantyne, Julie and Mills, Carmen (2008). Promoting socially just and inclusive music teacher education: Exploring perceptions of early-career teachers. Research Studies in Music Education, 30 (1), 77-91. doi: 10.1177/1321103X08089891

Music teachers Oz: Learning in teacher education

Ballantyne, Julie, Barrett, Margaret, Harrison, Scott, Temmerman, Nita and Meissner, Ellen (2008). Music teachers Oz: Learning in teacher education. Music in Action, 5 (4), 24-25.

Documenting praxis shock in early-career Australian music teachers: The impact of pre-service teacher education

Ballantyne, Julie (2007). Documenting praxis shock in early-career Australian music teachers: The impact of pre-service teacher education. International Journal of Music Education, 25 (3), 181-191. doi: 10.1177/0255761407083573

Integration, contextualization and continuity: Three themes for the development of effective music teacher education programmes

Ballantyne, Julie (2007). Integration, contextualization and continuity: Three themes for the development of effective music teacher education programmes. International Journal of Music Education, 25 (2), 119-136. doi: 10.1177/0255761407079955

Bridging gaps in music teacher education: Actioning the findings of the national review of school music education

Ballantyne, Julie, Harrison, Scott, Barrett, Margaret, Temmerman, Nita and Garvis, Susanne (2007). Bridging gaps in music teacher education: Actioning the findings of the national review of school music education. Music Forum, 13 (3), 43-44.

Reconceptualising preservice teacher education courses for music teachers: The importance of pedagogical content knowledge and skills and professional knowledge and skills

Ballantyne, Julie (2006). Reconceptualising preservice teacher education courses for music teachers: The importance of pedagogical content knowledge and skills and professional knowledge and skills. Research Studies in Music Education, 26 (1), 37-50. doi: 10.1177/1321103X060260010101

What music teachers want: The emergence of a unified understanding of an ideal teacher education course

Ballantyne, Julie (2006). What music teachers want: The emergence of a unified understanding of an ideal teacher education course. Australian Journal of Teacher Education, 31 (1), 1-11.

Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers

Ballantyne, Julie and Packer, Jan (2004). Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers. Music Education Research, 6 (3), 299-312. doi: 10.1080/1461380042000281749

“Just watching them spark up!” Orchestral performers’ perceptions of community engagement tours

Ballantyne, Julie and O'Bryan, Jessica (2022). “Just watching them spark up!” Orchestral performers’ perceptions of community engagement tours. Commission for the Education of the Professional Musician (CEPROM) 24th International Seminar, Online, 13-16 July 2022. Malvern, VIC, Australia: International Society of Music Education.

Mathematics teachers: Negotiating personal and discipline identities

Grootenboer, Peter and Ballantyne, Julie (2010). Mathematics teachers: Negotiating personal and discipline identities. MERGA33 – 2010 Shaping the Future of Mathematics Education, Fremantle, Western Australia, 3-7 July, 2010. Fremantle, Western Australia: MERGA.

Challenging the learning of teaching: Perspectives on the influence of popular music pedagogy in tertiary music education

Lebler, Don, Ballantyne, Julie, Harrison, Scott and Carey, Gemma (2009). Challenging the learning of teaching: Perspectives on the influence of popular music pedagogy in tertiary music education. Reflective Conservatoire Conference 2009: Building Connections, London, U.K., 28 February - 3 March 2009. London, U.K.: Guildhall School of Music and Drama.

Bridging gaps in music teacher education

Ballantyne, Julie, Barrett, Margaret, Harrison, Scott and Temmerman, Nita (2008). Bridging gaps in music teacher education. 28th International Society for Music Education (ISME) World Conference: "music to create the city", Bologna, Italy, 20-25 July 2008. Nedlands, W.A.: International Society for Music Education (ISME).

International perspectives on pedagogies of inclusion in music education : theorising practice

Saether, Eva, Ballantyne, Julie, Ruthmann, Alex, Dillon, Steven C. and Harrison, Scott (2008). International perspectives on pedagogies of inclusion in music education : theorising practice. International Society of Music Education (ISME) Symposium : International Perspectives on Pedagogies of Inclusion in Music Education : Theorising Practice, Bologna, Italy, July 2008.

'This is our campus!': student perspectives of their 1st year experience at a new university campus

Todd, Nick and Ballantyne, Julie (2007). 'This is our campus!': student perspectives of their 1st year experience at a new university campus. 10th Pacific Rim First Year in Higher Education Conference 2007, Brisbane, Qld, Queensland, 4 - 6 July 2007. Brisbane, Qld, Australia: QUT Web Solutions.

Building communities of music education practice: Peer collaboration in music teacher education

Harrison, Scott, Ballantyne, Julie, Barrett, Margaret and Temmerman, Nita (2007). Building communities of music education practice: Peer collaboration in music teacher education. NACTMUS - Music in Australian Tertiary Institutions: Issues for the 21st Century, Griffith University, Brisbane, 29 June - 1 July 2007. Nathan, Qld, Australia: Griffith University.

The first year experience: perceptions of students at a new campus

Ballantyne, Julie, Todd, Nick and Olm, Tammie (2007). The first year experience: perceptions of students at a new campus. The Higher Education Research and Development Society of Australasia (HERDSA) National Conference, Adelaide, Australia, 8 - 11 July 2007. Milperra, NSW, Australia: Higher Education Research and Development Society of Australasia.

Working together across institutions: Fostering collaboration within higher education

Ballantyne, Julie, Barrett, Margaret, Harrison, Scott and Temmerman, Nita (2007). Working together across institutions: Fostering collaboration within higher education. The Higher Education Research and Development Society of Australasia (HERDSA) National Conference, Adelaide, Australia, 8-11 July, 2007.

Crossing barriers between teacher preparation and teaching: Documenting praxis shock in early-career music teachers

Ballantyne, Julie (2006). Crossing barriers between teacher preparation and teaching: Documenting praxis shock in early-career music teachers. 27th International Society of Music Education, Music in Schools and Teacher Education Commission Conference 2006, Hong Kong, China, 16-21 July 2006.

Providing quality school arts / music education programs means preparing quality teachers

Temmerman, Nita, Ballantyne, Julie, Harrison, Scott and Dillon, Steven C. (2006). Providing quality school arts / music education programs means preparing quality teachers. International Society of Music Education (ISME) Symposium: Providing Quality School Arts / Music Education Programs Means Preparing Quality Teachers, Kuala Lumpur, Malaysia, 2006.

Effective teacher attributes: Perceptions of early-career and pre-service music teachers

Harrison, Scott and Ballantyne, Julie (2005). Effective teacher attributes: Perceptions of early-career and pre-service music teachers. Teacher Education: Local and Global: Australian Teacher Education Association Conference Proceedings, Surfers Paradise, Australia, 6 - 9 July 2005. Nathan, Australia: Centre for Professional Development: Griffith University.

Identities of music teachers: implications for teacher education

Ballantyne, Julie (2005). Identities of music teachers: implications for teacher education. Teacher Education: Local and Global: Australian Teacher Education Association Conference, Gold Coast, Qld, Australia, 6-9 July 2005. Australian Teacher Education Association.

Integration, contextualisation and continuity: Three themes for the development of effective music teacher education programs

Ballantyne, Julie (2005). Integration, contextualisation and continuity: Three themes for the development of effective music teacher education programs. Australian Association for Research in Music Education: XXVIIth Annual Conference; Reviewing the Future, Sydney, Australia, 24 - 27 September 2005.

Research directions: Gender, technology and engagement in music

Ballantyne, Julie C. and Harrison, Scott D. (2005). Research directions: Gender, technology and engagement in music. Australian Association for Research in Music Education XXVIIth Annual Conference; Reviewing the Future, Sydney, Australia, 24 - 27 September 2005. Melbourne, Australia: Australian Association for Research in Music Education.

Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers

Ballantyne, Julie and Packer, Jan (2004). Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers. XXVI International Society of Music Education (ISME) World Conference 2004, Tenerife, Spain, 11 - 16 July 2004.

Preventing praxis shock in music teachers: Suggestions for professional development

Ballantyne, Julie (2004). Preventing praxis shock in music teachers: Suggestions for professional development. Research and the Future of Catholic Schooling Forum, Brisbane, Australia, 2004.

Reconceptualising preservice teacher education courses for music teachers: The importance of pedagogical content knowledge and skills and professional knowledge and skills

Ballantyne, Julie (2004). Reconceptualising preservice teacher education courses for music teachers: The importance of pedagogical content knowledge and skills and professional knowledge and skills. Australian Association of Research in Education Conference 2004, Melbourne, Australia, 2004.

Teacher education traditions: Early-career teachers' understanding of these and emergence of a single construct

Ballantyne, Julie (2004). Teacher education traditions: Early-career teachers' understanding of these and emergence of a single construct. Australian Association for Research in Music Education: the XXVIth Annual Conference 2004, Tweed Heads, Australia, 25 - 28 September 2004.

Current trends in teacher education: Some implications

Ballantyne, Julie (2003). Current trends in teacher education: Some implications. Joint New Zealand Association for Research in Education (NZARE) & Australian Association for Research in Education (AARE) International Conference, Auckland, New Zealand., Auckland, New Zealand, 29 November - 3 December 2003. Wellington, New Zealand: NZARE.

Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers

Ballantyne, Julie (2005). Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers. PhD Thesis, Faculty of Education, Queensland University of Technology, Queensland University of Technology.