Publications by Heather Shouldice

Books

Shouldice, H. N. (2021). Weaving it all together: A practical guide to applying Gordon’s Music Learning Theory in the elementary general music program. GIA Publications.

Reese, J., Shouldice, H. N., & Bailey, J. M. (2021). Q & A for MLT: General music perspectives on Music Learning Theory. GIA Publications.

Book Chapters

Reese, J. A., & Shouldice, H. N. (2019). Assessment in the Music Learning Theory-based classroom. In T. S. Brophy (Ed.), Handbook on assessment policy and practice in music education (Vol.2) (pp. 477-502). New York, NY: Oxford University Press.
Shouldice, H. N. (2018). Audiation-based improvisation and composition in elementary general music. In S. Burton & A. Reynolds (Eds.), Engaging musical practices: A sourcebook for elementary general music (pp. 113-134). Lanham, MD: Rowman & Littlefield.

Kastner, J.D., & Shouldice, H. N. (2016). Assessment in general music education from early childhood through high school: A review of literature. In Oxford handbooks online. http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199935321.001.0001/oxfordhb-9780199935321-e-99.

Shouldice, H. N. (2015). Metaphor as a tool for understanding (and questioning?) pre-service music teachers’ beliefs.  In S. W. Conkling (Ed.), Envisioning music teacher education(pp. 99-115). Lanham, MD: Rowman and Littlefield Education.
Shouldice, H. N. (2015). Helping students develop music literacy. In C. Conway (Ed.), Musicianship-focused curriculum and assessment(pp. 266-297). Chicago: GIA Publications.

Journal Articles

* Due to copyright restrictions, I am unable to disseminate final printed versions of articles published in major journals. However, you may email me (heathershouldice@gmail.com) to request a copy of the accepted manuscript if you are unable to access a journal.

Shouldice, H. N. (in press). An exploratory study of the relationships between teachers’ beliefs about musical ability, assessment, and the purpose of elementary general music. Visions of Research in Music Education.

Shouldice, H. N. (2022). Gender microaggressions: An examination of existing research on the experiences of female band directors. Update: Applications of Research in Music Education. Advance online publication. https://doi.org/10.1177%2F87551233221094835

Shouldice, H. N., & Woolnough (2021). Relationships between band festival ratings, director gender, and other selected factors. Journal of Research in Music Education. Advance online publication. https://doi.org/10.1177/00224294211060449

Shouldice, H. N. (2021). Evading the MLT police? Making compromises without compromising core values. The GIMLAudea: A Journal of Research and Applications of Music Learning Theory, 21(1), 6-12.

Vaughan-Marra, J., & Shouldice, H. N. (2021). Teachers’ experiences as participants in a Music-Learning-Theory-focused virtual mentoring program. The GIML Audea: A Journal of Research and Applications of Music Learning Theory, 21(1), 13-26.

Shouldice, H. N., & Eastridge, J. (2020). A comparison of Virginia band performance assessments in relation to director gender. Journal of Research in Music Education, 68(2), 125-137.

Shouldice, H. N. (2020). An investigation of musical ability beliefs and self-concept among fourth-grade students in the U.S.A. International Journal of Music Education, 38(4), 525-536.

Shouldice, H. N. (2019). “Everybody has something”: One teacher’s beliefs about musical ability and their connection to teaching practice and classroom culture. Research Studies in Music Education, 41(2), 189-205.

Shouldice, H. N. (2017). “I love knowing that what I’m doing has purpose”: Male instrumentalists who choose to teach elementary general music. Journal of Music Teacher Education, 27(1), 48-64. 

Shouldice, H. N. (2016). Research to “real life”: Implications of recent research for elementary general music. Michigan Music Educator, 53(2), 23-26.

Kruse, A. J., Giebelhausen, R., Shouldice, H. N., & Ramsey, A. L. (2015). Male and female photographic representation in 50 years of Music Educators Journal. Journal of Research in Music Education, 62(4), 485-500.

Shouldice, H. N. (2014). Teachers’ beliefs regarding composition in elementary general music: Definitions, values, and impediments. Research Studies in Music Education, 36(2), 215-230.

Shouldice, H. N. (2014). Elementary students’ definitions and self-perceptions of being a “good musician.” Music Education Research, 16(3), 330-345.

Shouldice, H. N. (2014). “Talent” beliefs in music education: A self-fulfilling prophecy? Antiphon: The Magazine of the Arizona Chapter American Choral Directors Association, 18(3), 6-8.
Shouldice, H. N. (2014). “Talent” beliefs in music education: A self-fulfilling prophecy? Michigan Music Educator, 51(2), 14-16.

Shouldice, H. N. (2013). Trading Hindemith for “Hugs, High-Fives, and Handshakes”: One preservice music teacher’s decision to teach elementary general music. Bulletin of the Council for Research in Music Education, 195, 41-57.

Shouldice, H. N. (2013). Encouraging vernacular musicianship in the music learning theory classroom. The GIML Audea: A Journal of Research and Applications of Music Learning Theory, 18(1), 9-14.
Shouldice, H. (2011). “Hey, I know that song!”: Using popular music to bridge elementary students’ in-school and out-of-school musical experiences. Michigan Music Educator, 48(3), 10-12.

Dissertation/Thesis

Shouldice, H. N. (2013). One elementary music teacher’s beliefs about musical ability: Connections to teaching practice and classroom culture (Doctoral dissertation). Retrieved from Proquest (UMI No. 3600989)
Shouldice, H. N. (2009). A mixed methods investigation of K-12 music teacher beliefs and their relationship to teaching practice (Unpublished master’s thesis). University of Michigan, Ann Arbor, MI.