Browse by UCL people
Group by: Type | Date
Number of items: 85.
Article
(2008)
Gender differences in musical instrument choice.
International Journal of Music Education
, 26
(1)
pp. 7-19.
10.1177/0255761407085646.
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Bagley, C;
Hallam, S;
(2017)
Is there a role for educational psychologists in facilitating managed moves?
Educational Psychology in Practice
, 33
(3)
pp. 323-333.
10.1080/02667363.2017.1324767.
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Creech, A;
Gaunt, H;
Hallam, S;
Robertson, L;
(2009)
Conservatoire students' perceptions of Master Classes.
BRITISH JOURNAL OF MUSIC EDUCATION
, 26
(3)
pp. 315-331.
10.1017/S026505170999012X.
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Creech, A;
Hallam, S;
(2011)
Learning a musical instrument: The influence of interpersonal interaction on outcomes for school-aged pupils.
Psychology of Music
, 39
(1)
pp. 102-122.
10.1177/0305735610370222.
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Creech, A;
Hallam, S;
Varvarigou, M;
Gaunt, H;
McQueen, H;
Pincas, A;
(2013)
The role of musical possible selves in supporting subjective well-being in later life.
Music Education Research
, N/A
(N/A)
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Creech, A;
Varvarigou, M;
Hallam, S;
McQueen, H;
Gaunt, H;
(2013)
Scaffolding, organisational structure and interpersonal interaction in musical activities with older people.
Psychology of Music
, N/A
(N/A)
pp. 1-18.
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Creech, Andrea;
Pincas, Anita;
Hallam, Susan;
Jeanes, Julia;
Broad, Janet;
(2010)
Being an 'older learner' in higher education: sustaining the will to learn.
International Journal of Education and Ageing
, 1
(1)
pp. 15-32.
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Creech, A;
Hallam, S;
(2015)
Critical geragogy: A framework for facilitating older learners in community music.
London Review of Education
, 13
(1)
pp. 43-57.
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Creech, A;
Hallam, S;
(2010)
Interpersonal interaction within the violin teaching studio: The influence of interpersonal dynamics on outcomes for teachers.
Psychology of Music
, 38
(4)
pp. 403-421.
10.1177/0305735609351913.
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Creech, A;
Hallam, S;
(2009)
Interaction in instrumental learning: the influence of interpersonal dynamics on parents.
International Journal of Music Education
, 27
(2)
pp. 94-106.
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Creech, A;
Hallam, S;
(2006)
Every picture tells a story: pupil representations of learning the violin.
Educate
, 6
(1)
pp. 35-56.
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Creech, A;
Hallam, S;
Varvarigou, M;
Gaunt, H;
McQueen, H;
Pincas, A;
(2014)
The role of musical possible selves in supporting subjective well-being in later life.
Music Education Research
, 16
(1)
pp. 32-49.
10.1080/14613808.2013.788143.
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Creech, A;
Varvarigou, M;
Hallam, S;
McQueen, H;
Gaunt, H;
(2014)
Scaffolding, organizational structure and interpersonal interaction in musical activities with older people.
Psychology of Music
, 42
(3)
pp. 430-447.
10.1177/0305735613478313.
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Hallam, S;
Creech, A;
Gaunt, H;
Pincas, A;
Varvarigou, M;
McQueen, H;
(2013)
Does active engagement in community music support the well-being of older people?
Arts and Health
, N/A
(N/A)
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Hallam, S;
Creech, A;
Varvarigou, M;
McQueen, H;
(2012)
Perceived benefits of active engagement with making music in community settings.
International Journal of Community Music
, 5
(2)
pp. 155-174.
10.1386/ijcm.5.2.155_1.
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Hallam, S;
Ireson, J;
(2007)
Secondary school pupils' satisfaction with their ability grouping placements.
British Educational Research Journal
, 33
(1)
pp. 27-45.
10.1080/01411920601104342.
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Hallam, S;
Ireson, J;
Davies, J;
(2004)
Grouping practices in the primary school: What influences change?
British Educational Research Journal
, 30
(1)
pp. 117-140.
10.1080/01411920310001629992.
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Hallam, S;
Ireson, J;
Lister, V;
Chaudhury, IA;
Davies, J;
(2003)
Ability grouping practices in the primary school: A survey.
Educational Studies
, 29
(1)
pp. 69-83.
10.1080/03055690303268.
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Hallam, S;
Parsons, S;
(2013)
The incidence and make up of ability grouped sets in the UK primary school.
Research Papers in Education
, 28
(4)
pp. 393-420.
10.1080/02671522.2012.729079.
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Hallam, S;
Rogers, L;
Ireson, J;
(2008)
Ability grouping in the secondary school: Attitudes of teachers of practically based subjects.
International Journal of Research and Method in Education
, 31
(2)
pp. 181-192.
10.1080/17437270802124657.
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Hallam, Susan;
(2019)
Can a rhythmic intervention support reading development in poor readers?
Psychology of Music
, 47
(5)
722 -735.
10.1177/0305735618771491.
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Hallam, Susan;
Karagiannopoulou, Evangelia;
(2003)
Young Adults from Divorced and Intact Families: Possible Selves Relating to Future Family Life.
International Journal of Adolescence and Youth
, 11
(2)
10.1080/02673843.2003.9747922.
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Hallam, Susan;
Karagiannopoulou, Evangelia;
(2003)
Cross cultural differences in the reported possible selves of young adults from divorced and intact families.
Psychology of Education Review
, 27
(2)
pp. 30-40.
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Hallam, S;
(2019)
What contributes to successful whole-class Ensemble Tuition?
British Journal of Music Education
, 36
(3)
pp. 229-241.
10.1017/S0265051719000342.
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Hallam, S;
(2017)
The impact of making music on aural perception and language skills: A research synthesis.
London Review of Education
, 15
(3)
pp. 388-406.
10.18546/LRE.15.3.05.
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Hallam, S;
(2002)
Musical Motivation: Towards a model synthesising the research.
Music Education Research
, 4
(2)
pp. 225-244.
10.1080/1461380022000011939.
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Hallam, S;
(2001)
The development of expertise in young musicians: strategy use, knowledge acquistion and individual diversity.
Music Education Research
, 3
(1)
pp. 7-23.
10.1080/14613800020029914.
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Hallam, S;
(2001)
The Development of Metacognition in Musicians: Implication for Education.
British Journal of Music Education
, 18
(1)
pp. 27-39.
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Hallam, S;
Creech, A;
McQueen, H;
(2018)
Pupils' perceptions of informal learning in school music lessons.
Music Education Research
, 20
(2)
pp. 213-230.
10.1080/14613808.2016.1249358.
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Hallam, S;
Creech, A;
McQueen, H;
(2017)
Can the adoption of informal approaches to learning music in school music lessons promote musical progression?
British Journal of Music Education
, 34
(2)
pp. 127-151.
10.1017/S0265051716000486.
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Hallam, S;
Creech, A;
McQueen, H;
(2016)
The perceptions of non music staff and senior management of the impact of the implementation of the Musical Futures approach on the whole school.
British Journal of Music Education
, 33
(2)
pp. 133-157.
10.1017/S0265051716000139.
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Hallam, S;
Creech, A;
McQueen, H;
(2016)
What impact does teaching music informally in the classroom have on teachers, and their pedagogy?
Music Education Research
, 19
(1)
pp. 42-59.
10.1080/14613808.2015.1122749.
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Hallam, S;
Creech, A;
McQueen, H;
(2015)
Teachers’ perceptions of the impact on students of the Musical Futures approach.
Music Education Research
, 19
(3)
pp. 263-275.
10.1080/14613808.2015.1108299.
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Hallam, S;
Creech, A;
Papageorgi, I;
Gomes, T;
Rinta, T;
Varvarigou, M;
Lanipekun, J;
(2016)
Changes in motivation as expertise develops: Relationships with musical aspirations.
Musicae Scientiae
, 20
(4)
pp. 528-550.
10.1177/1029864916634420.
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Hallam, S;
Creech, A;
Varvarigou, M;
Papageorgi, I;
(2019)
Are there differences in practice depending on the instrument played?
Psychology of Music
10.1177/0305735618816370.
(In press).
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Hallam, S;
Creech, A;
Varvarigou, M;
Papageorgi, I;
(2018)
Gender differences in musical motivation at different levels of expertise.
Psychology of Music
10.1177/0305735618815955.
(In press).
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Hallam, S;
Deathe, K;
(2002)
Ability grouping: Year group differences in self-concept and attitudes of secondary school pupils.
Westminster Studies in Education
, 25
(1)
pp. 7-18.
10.1080/0140672020250102.
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Hallam, S;
Ireson, J;
(2008)
Subject domain differences in secondary school teachers' attitudes towards grouping pupils by ability.
Journal of the Institute for Educational Research [Zbornik Instituta za pedagoska istrazivanja, Belgrade]
, 40
(2)
pp. 369-387.
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Hallam, S;
Ireson, J;
(2006)
Secondary school pupils' preferences for different types of structured grouping practices.
British Educational Research Journal
, 32
(4)
pp. 583-599.
10.1080/01411920600775274.
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Hallam, S;
Ireson, J;
(2003)
Secondary school teachers' attitudes to and beliefs about ability grouping.
British Journal of Educational Psychology
, 73
(3)
pp. 343-356.
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Hallam, S;
Papageorgi, I;
(2016)
Conceptions of musical understanding.
Research Studies in Music Education
, 38
(2)
pp. 133-154.
10.1177/1321103X16671037.
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Hallam, S;
Papageorgi, I;
Varvarigou, M;
Creech, A;
(2018)
Relationships between practice, motivation, and examination outcomes.
Psychology of Music
10.1177/0305735618816168.
(In press).
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Hallam, S;
Rogers, K;
(2016)
The impact of instrumental music learning on attainment at age 16: a pilot study.
British Journal of Music Education
, 33
(3)
pp. 247-261.
10.1017/S0265051716000371.
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Hallam, S;
Rogers, L;
Rhamie, J;
(2010)
Staff perceptions of the success of an alternative curriculum: Skill Force.
Emotional and Behavioural Difficulties
, 15
(1)
pp. 63-74.
10.1080/13632750903512431.
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Hallam, S;
Rogers, L;
Shaw, J;
Rhamie, J;
(2007)
The provision of educationally focused parenting programmes in England.
European Journal of Special Needs Education
, 22
(3)
pp. 307-326.
10.1080/08856250701430901.
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Hallam, S;
Varvarigou, M;
Creech, A;
Papageorgi, I;
Gomes, T;
Lanipekun, J;
Rinta, T;
(2017)
Are there gender differences in instrumental music practice?
Psychology of Music
, 45
(1)
pp. 116-130.
10.1177/0305735616650994.
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Holmes, S;
Hallam, S;
(2017)
The impact of participation in music on learning mathematics.
London Review of Education
, 15
(3)
10.18546/LRE.15.3.07.
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Kokotsaki, D;
Hallam, S;
(2007)
Higher Education music students? perceptions of the benefits of participative music making.
Music Education Research
, 9
(1)
pp. 93-109.
10.1080/14613800601127577.
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McQueen, H;
Hallam, S;
Creech, A;
(2018)
Teachers' and students' music preferences for secondary school music lessons: reasons and implications.
Music Education Research
, 20
(1)
pp. 22-31.
10.1080/14613808.2016.1238059.
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Parsons, S;
Hallam, S;
(2014)
The impact of streaming on attainment at age seven: evidence from the Millennium Cohort Study.
Oxford Review of Education
, 40
(5)
pp. 567-589.
10.1080/03054985.2014.959911.
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Rhamie, J;
Hallam, S;
(2002)
An investigation into African-Caribbean academic success in the UK.
Race Ethnicity and Education
, 5
(2)
pp. 151-170.
10.1080/13613320220139608.
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Rogers, L;
Hallam, S;
Creech, A;
Preti, C;
(2008)
Learning about what constitutes effective training from a pilot programme to improve music education in primary schools.
MUSIC EDUCATION RESEARCH
, 10
(4)
pp. 485-497.
10.1080/14613800802547748.
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Schellenberg, E;
Hallam, S;
(2006)
Music listening and cognitive abilities in 10 and 11 year-olds: The Blur effect.
Annals of the New York Academy of Sciences
, 1060
pp. 202-209.
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Book
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Creech, A;
Hallam, S;
Varvarigou, M;
McQueen, H;
(2014)
Active Ageing with Music: Supporting wellbeing in the Third and Fourth Ages.
[Book].
IOE Press: London, UK.
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Hallam, S;
(2015)
The Power of Music.
[Book].
International Music Education Research Centre (Imerc) Press: London, UK.
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Book chapter
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Baker, D;
(2021)
Additional needs and disability in musical learning: Issues and pedagogical considerations.
In: Hodges, D and Hallam, S and Creech, A, (eds.)
Routledge international handbook of music psychology in education and the community.
Routledge: London, UK.
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Barry, Nancy H;
Hallam, Susan;
(2002)
Practice.
In: Parncutt, Richard and McPherson, Gary, (eds.)
The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning.
(pp. 151-166).
Oxford University Press: Oxford, UK.
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Gaunt, H;
Hallam, S;
(2008)
Individuality in the learning of musical skills.
In: Hallam, Susan and Cross, Ian and Thaut, Michael H, (eds.)
The Oxford Handbook of Music Psychology.
Oxford Academic: Oxford, UK.
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Goodwin, Tim;
Hallam, Susan;
(2007)
Adult Learning: The role of emotional intelligence.
In: Crowther, Jim and Sutherland, Peter, (eds.)
Lifelong Learning: Concepts and Contexts.
(pp. 117-126).
Routledge: Taylor & Francis Group: London, UK.
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Hallam, S;
MacDonald, R;
(2008)
The effects of music in community and educational settings.
In: Hallam, Susan and Cross, Ian and Thaut, Michael H, (eds.)
The Oxford Handbook of Music Psychology.
(pp. 471-480).
Oxford Academic: Oxford, UK.
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Hallam, Susan;
(2009)
Parents' perspectives on homework: United Kingdom, New Zealand, Australia and Japan.
In: Deslandes, Rollande, (ed.)
International Perspectives on Student Outcomes and Homework: Family-School-Community Partnerships.
(pp. 47-60).
Routledge: Taylor & Francis Group: London, UK.
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Hallam, Susan;
(2009)
Motivation to Learn.
In:
Psychology of Music: Learning and Practising.
(pp. 157-194).
Chopin Academy of Music: Warsaw.
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Hallam, Susan;
(2008)
Motivation to learn.
In: Hallam, Susan and Cross, Ian and Thaut, Michael H., (eds.)
The Oxford Handbook of Music Psychology.
(pp. 285-294).
Oxford Academic: Oxford, UK.
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Hallam, Susan;
(2008)
Where now?
In: Hallam, Susan and Cross, Ian and Thaut, Michael H, (eds.)
The Oxford Handbook of Music Psychology.
(pp. 561-568).
Oxford Academic: Oxford, UK.
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Hallam, Susan;
(2003)
Supporting students in learning to perform.
In: Nerlan, M and Hanken, IM and Nielsen, G, (eds.)
Research in and for Higher Music Education: Festschrift for Harald Joergensen.
(pp. 23-44).
Norges musikkhgskole: Oslo, Norway.
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Hallam, Susan;
(2001)
Learning in Music: Complexity and diversity.
In: Philpott, Chris and Plummeridge, Charles, (eds.)
Issues in the Teaching of Music.
(pp. 61-75).
Routledge: Taylor & Francis Group: London, UK.
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Hallam, S;
(2009)
Teaching for Effective Learning in Music.
In: Welbel, J, (ed.)
Psychology of Music Learning.
(pp. 11-50).
Chopin Academy of Music: Warsaw.
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Jørgensen, H;
Hallam, S;
(2008)
Practising.
In: Hallam, Susan and Cross, Ian and Thaut, Michael H., (eds.)
The Oxford Handbook of Music Psychology.
(pp. 265-273).
Oxford Academic: Oxford, UK.
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McPherson, G;
Hallam, S;
(2008)
Musical potential.
In: Hallam, Susan and Cross, Ian and Thaut, Michael H, (eds.)
The Oxford Handbook of Music Psychology.
(pp. 255-264).
Oxford Academic: Oxford, UK.
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Purves, R;
Himonides, E;
(2021)
Acquiring skills in music technology.
In: Creech, A and Hodges, D and Hallam, S, (eds.)
Routledge international handbook of music psychology in education and the community.
(pp. 217-235).
Routledge: New York, NY, USA.
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Welch, Graham F;
Ockelford, Adam;
(2016)
The Role of the Institution and Teachers in Supporting Learning.
In: Hallam, S and Cross, I and That, M, (eds.)
The Oxford Handbook of Music Psychology.
(pp. 509-526).
Oxford University Press: Oxford, United Kingdom.
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Report
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Hallam, S;
Mainwaring, D;
Rogers, L;
(2012)
Evaluation of SkillForce Zero Exclusions Pilot: Final Report.
Institute of Education, University of London
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Hallam, S;
Rogers, L;
(2013)
SkillForce ? zero exclusion pilots: alternative provision for disaffected pupils [IOE Research Briefing N�10].
Institute of Education, University of London: London.
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Rogers, L;
Hallam, S;
(2013)
Evaluation of the Department for Education School Exclusion Trial [IOE Research Briefing N�1].
Institute of Education, University of London: London.
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Rogers, L;
Hallam, S;
(2013)
Supporting learning in literacy and numeracy: the unlocking potential project [IOE Research Briefing N�22].
Institute of Education, University of London: London.
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Thesis
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Hallam, S;
(1992)
Approaches to learning and performance of expert and novice musicians.
Doctoral thesis , Institute of Education, University of London.
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Other
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Creech, A;
Hallam, S;
(2014)
Critical Geragogy: A framework for facilitating older learners in community music.
UNSPECIFIED
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Hallam, S;
Creech, A;
McQueen, H;
Varvarigou, M;
(2013)
Perceptions of effective leadership in music facilitators working with older people.
UNSPECIFIED
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Hallam, S;
Creech, A;
Sandford, C;
Rinta, T;
Shave, K;
McQueen, H;
(2009)
Survey of Musical Futures: a report from Institute of Education University of London for the Paul Hamlyn Foundation.
Institute of Education, University of London, London.
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Hallam, S;
(2013)
Music for life: promoting well-being in older people through musical activities in the community [IOE Research Briefing N�9].
Institute of Education, University of London, London.
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Hallam, S;
(2001)
The Power of Music.
Performing Rights Society
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Hallam, S;
Creech, A;
(2013)
Teaching music in Key Stage 3 and Key Stage 4: the Musical Futures approach [IOE Research Briefing N�16].
Institute of Education, University of London, London.
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Hallam, S;
Creech, A;
Papageorgi, I;
(2009)
EMI Music Sound Foundation: Evaluation of the impact of additional training in the delivery of music at Key Stage 1.
Institute of Education, University of London for the EMI Music Sound Foundation., London.
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Hallam, S;
Kirton, A;
Peffers, J;
Robertson, P;
Stobart, G;
(2004)
Evaluation of Project 1 of the Assessment is for Learning Development Programme: Support for Professional Practice in Formative Assessment - Final Report.
The Scottish Government
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Newman, M;
Vigurs, C;
Perry, A;
Hallam, G;
Schertler, E;
Johnson, M;
Wall, R;
(2012)
A systematic review of selected interventions to reduce juvenile re-offending. Technical Report.
EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London.
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