Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney, and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne, and has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated to achieve at the highest level.


Graham F. Welch holds the University College London (UCL) Institute of Education Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), a former President of the International Society for Music Education (ISME), and past co-chair of the Research Commission of ISME. Current Visiting Professorships include the Universities of Queensland (Australia), Guildhall School of Music and Drama, and Liverpool (UK). He is an ex-member of the UK Arts and Humanities Research Council's (AHRC) Review College for music and has been a specialist consultant for Government departments and agencies in the UK, Italy, Sweden, USA, Ukraine, UAE, South Africa and Argentina. Publications number over three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability. Publications are in English, Spanish, Portuguese, Italian, Swedish, Greek, Japanese and Chinese.

Harold F. Abeles received his bachelor's and master's degrees in music education from the University of Connecticut and his Ph.D. from the University of Maryland. He is professor of music and music education and codirector of the Center for Arts Education Research at Teachers College, Columbia University. His scholarly interests include assessment in arts pedagogy, assessment of arts partnership programs, gender associations in instrumental music and the development and assessment of creativity. He has contributed more than 75 articles, chapters and books to the field of music education. He is the co-editor of Critical Issues in Music Education. His co-authored article on Learning in and through the arts won the Manuel Barkin Award from the National Art Education Association. He has been the program evaluator for numerous arts partnerships, including Carnegie Hall, The Cleveland Orchestra, The Baltimore Symphony, and the Lincoln Center Institute.

Nick Beach studied at Dartington College of Arts, the National Centre for Orchestral Studies and Middlesex Polytechnic, UK. He worked for several years as a peripatetic/itinerant violin teacher, where he pioneered early approaches to whole class instrumental teaching in primary schools. He has held several management posts with UK music services, most recently as Head of Education with Berkshire Young Musicians Trust. He currently holds the post of Academic Director at Trinity College London. He was closely involved with the development of the national training programme for teachers engaged with whole class instrumental teaching in the UK. He was also instrumental in the development of the Arts Award qualifications and currently leads on the development of Trinity's qualifications and teacher development programmes worldwide. As a practicing musician he is a violinist and conductor.

Wayne D. Bowman's primary research interests involve philosophy of music and the philosophical exploration of issues in music education. His work is extensively informed by pragmatism, critical theory, and conceptions of music and music education as social practices. His publications include Philosophical Perspectives on Music (Oxford, 1998), the Oxford Handbook of Philosophy in Music Education (Oxford, 2012), Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis (Oxford, 2016), and numerous book chapters, and articles in prominent journals. His Educating Musically in a Changing World was published in Chinese by Suzhou University Press in 2014. A former editor of the journal Action, Criticism, and Theory for Music Education, he is also an accomplished trombonist and jazz educator. Dr. Bowman's academic career included positions at Mars Hill University (North Carolina), Brandon University (Manitoba), University of Toronto, and New York University.

Liora Bresler has a B.A. in piano performance and philosophy and M.A. in musicology from Tel-Aviv University, and a Ph.D. in Education from Stanford University. Bresler is a professor at the University of Illinois, Urbana-Champaign. Her research and teaching focus on Arts and Aesthetic Education, Qualitative Research Methodology, and Educational/Artistic/Intellectual Entrepreneurship. Her research and teaching focus on Arts and Aesthetic Education, Qualitative Research Methodology, and Educational/Artistic/Intellectual Entrepreneurship. She was the co-founder and co-editor of the International Journal of Education and the Arts. Bresler has published 120+ papers, book chapters and books on the arts in education, including the edited International Handbook of Research in Arts Education (2007), and Knowing Bodies, Moving Minds (2004) and the co-edited International Handbook of the Arts in Education (2015). Her work has been translated to German, French, Portuguese, Spanish, Hebrew and Chinese. She has given keynote speeches and presented invited talks, seminars and short courses in thirty-some countries and forty-some universities in Europe, Asia, Australia, Africa, and the Americas.

Patricia Shehan Campbell is Donald E. Peterson Professor of Music at the University of Washington, where she teaches courses at the interface of education and ethnomusicology. She lectures widely on the pedagogy of world music, children's musical cultures, and school-community intersections. She is the author of Lessons from the World (1991), Music in Cultural Context (1996), Songs in Their Heads (1998, 2010), Teaching Music Globally (2004), Musician and Teacher (2008), co-author of Music in Childhood (2013) and Redefining Music Studies in an Age of Change (2017), co-editor of the Oxford Handbook on Children's Musical Cultures (2013), the Global Music Series (Oxford University Press), and is editing the forthcoming series on World Music Pedagogy (Routledge). Campbell was designated the Senior Researcher in Music Education in 2002, and is a recent recipient of the Taiji Award for the preservation of traditional music.

Richard Colwell holds a Bachelor of Fine Arts and Master of Music from the University of South Dakota and Ed.D. from the University of Illinois. He was the founder and editor of the Bulletin of the Council for Research in Music Education and The Quarterly. He was chair of music education at the University of Illinois, Boston University, and the New England Conservatory of Music. He is a recipient of the MENC-National Association of Music Education hall of fame award, was recognized for his life-time contribution to music education by the largest music association-the Federated Music Clubs. He received an honorary doctorate of humane letters from the University of South Dakota, was the recipient of a John Simon Guggenheim fellowship, the Horace Porter Award for distinguished scholarship and was the first honorary member of the Chopin Academy's Institute for Research. He is the editor of the Handbook of Research in Music Education and co-editor, with Carol Richardson of the New Handbook of Research in Music Education. He edited with Patrick Schmidt a handbook of policy and political life and two handbooks with Peter Wester on music learning.

Robert A. Cutietta received his doctorate in music education from Pennsylvania State University after completing a master and bachelor of music education at Cleveland State University. He is currently the dean of the Thornton School of Music at the University of Southern California after completing professorships at the University of Arizona, Kent State University, and Montana State University. His research interests revolve around the cognitive processing in music that leads to musical memory especially in the adolescent mind. He has published research and professional articles in a wide variety of publications in music education and is the author, co-author, or editor of five books. Most importantly he thanks you, the reader, for caring about the importance of educating future generations of youngster in our art form.

David J. Elliott is professor of music and music education at New York University. From 1977 to 2002 he was professor of music education at the University of Toronto. He has held visiting professorships at Indiana University, the University of North Texas, Northwestern University, the University of Limerick, and the Puerto Rico Conservatory of Music. His research interests include the philosophy of music and music education, music and emotion, community music, jazz, music composition, and multicultural music education. He is the author of Music Matters: A New Philosophy of Music Education (Oxford University Press, 1995), co-author of Music Matters: A Philosophy of Music Education, 2nd edition (Oxford University Press, 2015), editor of Praxial Music Education: Reflections and Dialogues (Oxford University Press, 2005/2009), co-editor of Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis (Oxford University Press, 2016), co-editor of Community Music Today (Rowman & Littlefield, 2013), and founder and editor emeritus of the International Journal of Community Music. His publications are in English, Spanish, Swedish, Finnish, Greek, German, and Chinese, and he is an award-winning composer/arranger with many works published by Boosey & Hawkes.

Sergio Figueiredo (Conductor; Master in music education - Federal University of Rio Grande do Sul, Brazil; PhD, Royal Melbourne Institute of Technology - RMIT University, Australia; Pos-doc Instituto Politécnico do Porto, Portugal) is associate professor at the Music Department of the State University of Santa Catarina, UDESC, Brazil. His research interests are in school music education, foundations of music education, initial and continuing teacher education (specialists and generalists), assessment in music education and choral music education. He was a member of Music Evaluation Commission at the Brazilian Ministry of Education and member of the National Commission for Cultural Incentive (Brazilian Ministry of Culture). He was president of the Brazilian Association of Music Education - ABEM (2005- 2009); member of the Directory of ANPPOM - The Brazilian Association for Research in Music (2011-2015); co-chair of the ISME Research Commission (2012 - 2014) and a member of the ISME Board (2012-2016).

Lucy Green is Professor of Music Education at the UCL Institute of Education, London UK. Her research interests are in the sociology of music education, specializing in meaning, ideology, gender, popular music, inclusion, equality, informal learning, new pedagogies, and most recently, the lives and learning of visually impaired musicians. Lucy led the research and development project "Informal Learning in the Music Classroom" within the British movement "Musical Futures", > and this work is now being implemented in schools across the UK and in Australia, Canada, Singapore, and parts of the USA, Brazil, Cyprus and other countries. Her more recent research took that work forward into instrumental tuition, . She has written five books and edited two books on music education. Her next book, co-authored with her colleague Dr. David Baker will be published early in 2017, entitled Insights in Sound: The Lives and Learning of Visually Impaired Musicians.

Wilfried Gruhn is a professor emeritus of music education at the University of Music, Freiburg, Germany. He has taught at high schools and became a professor of music education at the Universities of Music in Essen and Freiburg, Germany. His research areas encompass historical and systematic musicology as well as music education with a special focus on learning theory and the neurobiology of music learning. He has served as president of the Research Alliance of Institutes for Music Education (RAIME) and of the International Leo Kestenberg Society. He has also served as a Board Member of the International Society for Music Education (ISME). He is a member of several international research societies and was a visiting professor at Eastman, Rochester NY and at UiTM, Kuala Lumpur. He has founded the Freiburg Institute for Early Childhood Music Learning.

David Hargreaves is Professor of Education at the University of Roehampton, and Adjunct Professor at Curtin University, Perth, Australia. He is a Chartered Psychologist and Fellow of the British Psychological Society. He was Editor of Psychology of Music 1989-96, Chair of the Research Commission of the International Society for Music Education (ISME) 1994-6, and is currently on the editorial boards of 10 journals in psychology, music and education. In recent years he has spoken about his research at conferences and meetings in various countries on all 5 continents. His books, in psychology, education, and music have been translated into 15 languages: the most recent is The Psychology of Musical Development, with Alexandra Lamont (Cambridge University Press, 2017). David has appeared on BBC TV and radio as a jazz pianist and composer, and is organist in his local village church circuit.

Sarah Hennessy is a graduate of the Guildhall School of Music and Drama and holds a P.G.C.E. in music teaching from the Institute of Education, London University. From 1990 to 2015 she was a senior lecturer in the Graduate School of Education at the University of Exeter in the United Kingdom. She was president of the European Association for Music in Schools 2009-11, an elected board member of ISME,a past chair of the National Association of Music Educators and current chair of the Orff Society (UK). She is a teacher educator, working with generalist and specialist primary music teachers and has also taught on masters and doctoral programs. Her teaching and research investigates the factors and implements strategies that support effective teacher education for primary music education, the role of professional musicians in education, and the creative development of young people. She was founding editor in chief of the international refereed journal, Music Education Research (1990 - 2016) and founding director of the international biennial research conference, RIME. Sarah is now a Fellow of the university and continues to work as a consultant, researcher and teacher in the field of music education.

Liane Hentschke holds a Master's and Ph.D. in music education from the University of London. She is a Professor of Music Education at the Federal University of Rio Grande do Sul - UFRGS, Porto Alegre, Brazil. She was the Director of Institutional and International Cooperation of CNPq (National Research Agency) 2013-2014 and Vice-Rector of International Affairs of UFRGS (2008-2013). She was President-Elect-President-Past-President of the International Society for Music Education - ISME (2004-2010), and Vice-President of the International Music Council - IMC (2009-2013). Her publications include books, book chapters, prefaces and refereed articles published in Brazil, England, Australia, Argentina, Hong Kong, Germany, and Spain.

Donald A. Hodges served as Covington Distinguished Professor of Music Education and Director of the Music Research Institute (2003-2013) and is currently Professor of Music Education at the University of North Carolina at Greensboro. Hodges is the author of A Concise Survey of Music Philosophy (2017), co-author of Music in the Human Experience: An Introduction to Music Psychology (2011), contributing editor of the Handbook of Music Psychology and the accompanying Multimedia Companion (1980, 1996), and author of numerous papers in music psychology and music education. Recent research efforts have included a series of brain imaging studies of pianists, conductors, and singers using PET and fMRI. Hodges has served on the editorial committees of the Journal of Research in Music Education, Music Educators Journal, Reviews of Research in Human Learning and Music, and Update: Applications of Research in Music Education, and has presented widely across the US and internationally. His biographical sketch is in the New Grove Dictionary of American Music. A current vita and copies of many of his papers can be accessed at http:// .

Christopher M. Johnson is a Professor and Director of Music Education and Music Therapy, and Director of the Music Research Institute at the University of Kansas. His research interests include applied research in music education, and basic research in the psychology of music. His most noteworthy project has been the study of rubato in musical performance, and how that element enhances musical expression. Also significant is his work considering music engagement/education and general academic success. He has served as chair of the MENC Executive Committee of the Society for Research in Music Education, and chair of the International Society of Music Education Research Commission, and editor of the International Journal of Music Education: Research. Johnson received a university teaching award - the Ned N. Fleming Award for Excellence in Teaching. Johnson was also awarded a lecturing & research award as a J. William Fulbright Scholar and recently received the Ella Scoble Opperman Citation for Distinguished Achievement from the Florida State University College of Music.

Estelle R. Jorgensen is professor emerita of music (music education) at the Indiana University Jacobs School of Music and contributing faculty at the Richard W. Riley College of Education and Leadership, Walden University, USA where she serves as research methodologist and university research reviewer for the Ph.D program in the School of Higher Education, Leadership, and Policy. She serves as editor for the Philosophy of Music Education Review and general editor for Counterpoints: Music and Education published by Indiana University Press, and is the founding chair of the Philosophy Special Research Interest Group of the National Association for Music Education and the founding cochair of the International Society for the Philosophy of Music Education. She is the author of In Search of Music Education (University of Illinois Press, 1997), Transforming Music Education (Indiana University Press, 2003), The Art of Teaching Music (Indiana University Press, 2008), Pictures of Music Education (Indiana University Press, 2011), and has contributed to leading research journals in music education internationally. Her research interests currently focus on ethics and music education and distance learning in music.

Andreas C. Lehmann holds a master's degree in music education and a Ph.D. in musicology from the Hochschule für Musik und Theater Hannover (Germany). He conducted postdoctoral research in psychology at the Florida State University, Tallahassee. He is currently professor of Systematic Musicology at the Hochschule für Musik Würzburg (Germany). He is associate editor of Musicae Scientiae, on the editorial board of JRME, and vice-president of the German society for music psychology. He teaches in the area of music psychology and related topics. His research interests concern the structure and acquisition of high levels of instrumental music performance skill (sight-reading, practice, generative processes), they include historical studies on the development of expertise, and they cover a broad range of topics in music education (e.g., competency modelling, amateur music making and participation).

Richard Letts, AB., Ph.D. (University of California at Berkeley), is Executive Director, Music Council of Australia. After leaving university, he was Director of the East Bay Center for the Performing Arts, San Francisco East Bay, and of the University of Minnesota's MacPhail Center for the Arts, Minneapolis. In 1982, he returned to Australia as the Director of the Music Board of the Australia Council, then was Director of the Australian Music Centre, and in 1994, founded the national Music Council of Australia. From 2005 to 2009, he was President of the International Music Council. He is a journal editor, and author of books, hundreds of articles, and research reports including The Protection and Promotion of Cultural Diversity for UNESCO. Current activity is focused on policy formation and advocacy in a broad range of music issues, including music education at all levels. He is a Member of the Order of Australia.

Håkan Lundström has a long teaching experience at the Malmö Academy of Music, Sweden, particularly folk music, world music, and popular music in the music teacher program. As head of the institution and as a dean of the Malmö Faculty of Fine and Performing Arts, he has played an active role in starting research in music education and more recently artistic research. He has also served as president of the International Society for Music Education. Specializing in ethnomusicology his thesis was on the music of the ethnic minority Kammu in Laos. On-going research projects also include Japanese festival and popular music and native music in Alaska. He has co-edited school song books and led a project on intercultural music education including field studies abroad (Gambia) and work with immigrant musicians. Another long-term project concerns conservatory education and revitalization of minority music in Vietnam.

Raymond MacDonald is Professor of Music Psychology and Improvisation at The University of Edinburgh. His ongoing research focuses on issues relating to improvisation, musical communication, music health and wellbeing, music education and musical identities. His work is informed by a view of improvisation as a social, collaborative and uniquely creative process that provides opportunities to develop new ways of working musically. He runs music workshops and lectures internationally and has published over 70 peer reviewed papers and book chapters. He has co-edited five texts, Musical Identities (2002) and Musical Communication (2005), Musical Imaginations (2012) and Music Health & Wellbeing (2012), The Handbook of Musical Identities (2016) and was editor of the journal Psychology of Music between 2006 and 2012. As a saxophonist and composer he has released over 60 CDs and toured and broadcast worldwide. He has written music for film, television, theatre, radio and art installations and much of his work explores the boundaries and ambiguities between what is conventionally seen as improvisation and composition.

Clifford K. Madsen, Ph.D., is the Robert O. Lawton Distinguished Professor in the Center for Music Research in the College of Music at the Florida State University, where he completed his doctorate and has been serving as a faculty member since 1961. His expertise is in experimental research in music and systematic observation and analysis concerning teacher effectiveness. His research interests are in perception and cognition having done a good deal of research in intonation and teacher effectiveness. Additionally he pioneered the use of the Continuous Response Digital Interface (CRDI) to investigate aesthetic and emotional response to music. He is widely published in many scholarly journals and has authored and/or co-authored 13 books. The 5th Edition of his Teaching/Discipline: Behavioral Principles Toward a Positive Approach was recently released in 2016.

Andrew J. Martin is Professor of Educational Psychology in the School of Education at the University of New South Wales, Australia. He is also President of the International Association of Applied Psychology - Division 5 Educational, Instructional, and School Psychology. He is a Registered Psychologist recognized for psychological and educational research in motivation and for the quantitative methods he brings to the study of applied phenomena. Although the bulk of his research focuses on motivation, engagement, and achievement, he is also published in cognate areas such as academic resilience and academic buoyancy, personal bests, and pedagogy. His research also bridges other disciplines through assessing motivation and engagement in sport, music, and work. He is Associate Editor of the British Journal of Educational Psychology and on six Editorial Boards, including four international journals (Journal of Educational Psychology; Educational Psychologist; Contemporary Educational Psychology; Educational Psychology).

Marie McCarthy studied music and education at University College, Dublin, before completing graduate studies in music education at the University of Michigan in 1990. She was on the faculty of the University of Maryland until 2006 when she returned to the University of Michigan as professor and department chair. She teaches courses on general music, music cultures in the classroom, and research methods in music education. In her research, she studies the intersections of social and cultural foundations in the historical development of music education internationally. Her publications include two books, Passing it on: The transmission of music in Irish culture, and Toward a global community: The International Society for Music Education, 1953-2003. She served as National Chair of the NAfME History Special Research Interest Group, member of the NAfME Executive Committee of the Society for Research in Music Education, Chair of the ISME History Standing Committee, and is currently serving as Editor of the Journal of Historical Research in Music Education.

Katrina McFerran is Professor and Head of Music Therapy at the University of Melbourne in Australia. She has investigated the role of music for wellbeing in the lives of young people since 2001 and has published more than 70 articles and 30 book chapters on this topic, along with two books titled 'Adolescents, Music and Music Therapy' (2010), and 'Creating Music Cultures in the Schools' (2014). Her research and writings focus on the ways that young people use music, emphasising their agency and the ways choices may vary depending on young people's mental health, unconscious associations, and contextual factors. This has led to the development of a tool for understanding 'Healthy-unhealthy Uses of Music' (HUMS) which supports adults to ask questions and solicit perspectives about adolescent's music use. Katrina continues to focus her work with young people in schools, with an emphasis on using music to prevent mental health problems.

Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney, and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne, and has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated to achieve at the highest level.

Bradley Merrick completed a master of education at the University of Western Sydney, followed by a doctorate of philosophy in music education at the University of New South Wales, after completing his undergraduate study. He is an experienced musician and educator, having taught in state, Catholic, and independent schools in New South Wales, while also having performed professionally for many years. He is Director of Research in Learning and the Barker Institute at Barker College, where he teaches secondary music and oversees research and professional learning. He has written several music textbooks for secondary students and specialises in the use of new technology in music education, having presented nationally and internationally in this field. His research interests include classroom teaching practice and emerging pedagogies, combined with the investigation of new technologies and their use amongst students. He has a particular interest in student motivation and self-regulation, combined with different learning styles and their influence upon understanding. He is currently National President of the Australian Society for Music Education.

Dorothy Miell, BSc., PhD., CPsychol., is professor of psychology and vice principal of the University of Edinburgh, UK. Her key interests are in the social and communicative aspects of collaborative working, particularly in creative contexts such as music making and when examining how individuals work together in multidisciplinary teams. Her work has included investigations of children's collaborations in formal and non-formal educational settings as well as studies of both amateur and professional musicians. She has co-authored and co-edited a number of articles and books in these areas, notably Collaborative Creativity (Free Association books, 2004, with Prof Karen Littleton), Musical Identities (OUP 2002, with Profs Raymond MacDonald and David Hargreaves), Learning to Collaborate, Collaborating to Learn (Nova Science 2004 with Prof Karen Littleton and Dr. Dorothy Faulkner) and Musical Communication (OUP 2005 with Profs Raymond MacDonald and David Hargreaves).

Graça Mota received her masters in music education from Boston University and her PhD in music psychology from the University of Keele. She is Director of the CIPEM/INET-md (Research Center in Psychology of Music and Music Education, Porto Polytechnic Branch of the Institute of Ethnomusicology - studies in music and dance). Her research interests are concerned with innovation in music education, music curriculum development and assessment, music teacher education, musical identities, musical narratives, and musical practice and social inclusion. This research has been funded through grants from the Gulbenkian Foundation and the Portuguese Foundation for Science and Technology from the Ministry of Science and Higher Education, and been published in Portugal, Spain, Brazil, US, UK, and Latvia. She was Chair of the Research Commission of the International Society for Music Education for the biennium 2008-2010 and elected member of the Board of directors of the same society for the biennium 2014-2016. She plays regularly in a Piano duet.

Bruno Nettl received his Ph.D. at Indiana University, and spent most of his career teaching at the University of Illinois, where he is now professor emeritus of music and anthropology. His main research interests have been ethnomusicological theory and method, music of Native American cultures, and classical music of Iran. He has recently been concerned with the study of improvisatory musics, and with intellectual history of ethnomusicology. The following publications are representative: Blackfoot Musical Thought: Comparative Perspectives (1989), Heartland Excursions: Ethnomusicological Reflections on Schools of Music (1995), The Study of Ethnomusicology (rev. ed. 2005), and Nettl's Elephant: On the History of Ethnomusicology (2010). He has served as president of the Society for Ethnomusicology and editor of its journal, Ethnomusicology. He has been active in the American Musicological Society and the International Society for Music Education, and he is a fellow of the American Academy of Arts and Sciences.

Bengt Olsson is professor em. in Research on Music Education at the Academy of Music and Drama, University of Gothenburg, Sweden. He holds an MA in music and history and a Ph. D. in musicology. He is a former dean of the Faculty of Fine, Applied and Performing Arts and the Faculty of Teacher Education. He has been involved in national and international research projects about Scandinavian musical knowledge and aesthetic discourses, the connection between digital knowledge and music teaching and learning processes and, assessment of musical performances. His articles about the social psychology and the sociology of music education as well as music teaching and learning in Scandinavia appear in international journals and books.

Susan A. O'Neill has an interdisciplinary background, with graduate degrees from England in music performance studies (M.A., City University), psychology (Ph.D., Keele University), and education (M.A., Open University). She is Professor in Arts and Music Education at Simon Fraser University and Director of MODAL Research Group (Multimodal Opportunities, Diversity and Learning) and Research for Youth, Music and Education (RYME). She has held visiting fellowships at the University of Michigan, USA (2001-3), University of Melbourne (2012), and Trinity College Dublin (2015). In 2016, she became President-Elect of the International Society for Music Education. Her international collaborative projects explore young people's musical and artistic engagement in ways that contribute to expansive learning opportunities, positive values, self-identities, motivation, well-being, learning relationships, and cultural understandings. She has published widely in the fields of music psychology and music education, including contributions to 15 books published by Oxford University Press.

Johnmarshall Reeve received his PhD from Texas Christian University and completed postdoctoral work at the University of Rochester. He is a WCU Professor in the Department of Education at Korea University, Seoul, South Korea. His research interests center on the empirical study of all aspects of human motivation and emotion, though he has a particular emphasis on teachers' motivating styles toward students. He has published numerous journal articles and book chapters in outlets such as the Journal of Educational Psychology, Motivation and Emotion, and Educational Psychologist. For his work, he received the Thomas N. Urban Research Award from the FINE Foundation for the outstanding paper of the year that shows how research can be used to enhance educational practice. He has published three books, including Understanding Motivation and Emotion. He has served on a number of prestigious editorial boards and as the associate editor for Motivation and Emotion.

Bennett Reimer now deceased, served as the John W. Beattie Professor of Music Emeritus at Northwestern University, Evanston, Illinois. Founder and Director of the Center for the Study of Education and the Musical Experience, he was author and editor of two dozen books, including Seeking the Significance of Music Education, (2009). He published over 150 essays on philosophy of music education, curriculum theory, research theory, multicultural issues, musical intelligences, interdisciplinary arts principles, teacher education, international music education issues, and applications of cognitive psychology to music learning. He received the rare "Legends of Teaching" award from the Northwestern University School of Music and an honorary doctorate from DePaul University, Chicago. A special double issue of The Journal of Aesthetic Education, "Musings: Essays in Honor of Bennett Reimer," was published in Winter, 1999. He was a recipient of the MENC Senior Researcher Award and an inductee into the Music Educators Hall of Fame.

James Renwick has served as a lecturer in music education at the Sydney Conservatorium of Music (SCM), University of Sydney, and is currently a primary school teacher in Sydney, Australia. He studied clarinet performance at the SCM and musicology at the University of Sydney, and taught woodwind instruments for many years in a one-to-one context. He completed a doctorate of philosophy at the University of New South Wales in 2008, working with Gary McPherson and John McCormick on a multifaceted study of young people's motivation to learn and practice an instrument. This thesis brought together self-determination theory and the notion of self-regulated learning. His recent research focuses on broadening the scope of psychological investigations of musical skill acquisition to explore the motivation to engage in classical and non-classical genres at high levels of commitment.

Huib Schippers is Director and Curator of Smithsonian Folkways Recordings. Having been trained as a sitar player for over twenty years, his research interests include world music, cultural diversity in music education, arts policy and musical ecosystems. After numerous positions in education in The Netherlands, he founded and led the Queensland Conservatorium Research Centre at Griffith University in Brisbane, Australia (2003-2015). He is the author of numerous articles on arts education, cultural policy and music sustainability, including a book with Oxford University Press on learning and teaching music in culturally diverse environments 'Facing the music: Shaping music education from a global perspective' (2010), which critically re-examines preconceptions about music education across the board, and has been hailed as "ground-breaking work"; "masterful, well-organized and carefully thought out"; and offering "a framework for sustainable musical futures."

Wendy L. Sims completed bachelor's and master's degrees at Kent State University and the doctor of philosophy degree in music education at Florida State University. She taught elementary music in public schools in Ohio, and since 1985 has been on the faculty of the University of Missouri, Columbia. An expert on early childhood music education and research, she regularly presents research and workshop sessions at national and international conferences. Her publications include articles in national and international journals and two edited books about music in prekindergarten. She served as a member and chair of the Music Education Research Council of MENC-The National Association for Music Education (NAfME), on the Board of Directors of the International Society for Music Education (ISME), and as the ISME Publications Standing Committee chair. From 2006-2014 she served as editor of the Journal of Research in Music Education. In 2016, Sims received the NAfME Senior Researcher Award and was named an ISME Honorary Life Member.

David J. Teachout completed a bachelor of music education degree from West Virginia University, a master of music education degree at the University of Oklahoma, and a doctorate of philosophy degree at Kent State University. He is Professor of Music Education and former Chair of the Music Education Department at the University of North Carolina at Greensboro (UNCG) and is currently Director of the University Teaching and Learning Commons at UNCG. His research interest is in pre-service music teacher development and his work has been presented at national and international conferences and published in numerous journals. He was co-principle investigator for a $374,000 US National Science Foundation grant funded to develop interdisciplinary teaching modules for grades 2-5 that explore natural intersections between science and music. He is a past Chair of the Society for Music Teacher Education (SMTE) and served as Symposium Chair for SMTE's Symposium on Music Teacher Education from 2005 until 2015.

Rena Upitis (Ed.D., Harvard) is a Professor of Education at Queen's University. She also has degrees in Psychology and Law, and advanced diplomas in piano and vocal performance, as well as a diploma in Architectural Technology (2006). Rena began teaching piano privately over 40 years ago, and also teachers advanced theoretical subjects. Rena is a former Dean of Education at Queen's University (1995-2000). Many of Rena's research and curriculum projects have explored teacher, artist, and student transformation through the arts. She has a small design practice specializing in ecologically sensitive designs and materials. She has secured over $8 million dollars in research funding, and currently serves as Principal Investigator for the project called Transforming Music Education with Digital Tools . In 2012 she was awarded the Prize for Research Excellence from Queen's University. She has authored or co-authored seven books and has published over 70 papers in peer-reviewed journals. Her most recent book, Raising a School (2010) is published with Wintergreen Studios Press , the publishing arm of Wintergreen Studios , an off-grid educational retreat centre for which she is a Founding Director.

Peter R. Webster is currently Scholar-in-Residence at the Thornton School of Music at the University of Southern California in Los Angeles and is a Professor Emeritus of Music Education at the Bienen School of Music, Northwestern University in Evanston, Illinois. He holds degrees in music education from the University of Southern Maine (BS) and the Eastman School of Music at the University of Rochester (MM, PhD). His current position at USC includes work in the Department of Music Teaching and Learning and as Vice Dean for the Division of Scholarly and Professional Studies. He offers online courses for the graduate programs at the University of North Carolina at Greensboro and the University of Florida at Gainesville. He assists with the music education doctoral program at Boston University. Webster was the 2014 recipient of the Senior Researcher Award from the Society of Research in Music Education of the National Association for Music Education. He is co-author of Experiencing Music Technology, 3rd edition Updated (Cengage, 2008), a standard textbook used in introductory college courses in music technology. He is the author of Measures of Creative Thinking in Music, an exploratory tool for assessing music thinking using quasi-improvisational tasks. He has presented at many state, national, and international meetings and is a frequent keynote speaker. His published work includes over 80 articles and book chapters on technology, music education practice, and creative thinking in music which have appeared in journals and handbooks in and outside of music.

Graham F. Welch holds the University College London (UCL) Institute of Education Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), a former President of the International Society for Music Education (ISME), and past co-chair of the Research Commission of ISME. Current Visiting Professorships include the Universities of Queensland (Australia), Guildhall School of Music and Drama, and Liverpool (UK). He is an ex-member of the UK Arts and Humanities Research Council's (AHRC) Review College for music and has been a specialist consultant for Government departments and agencies in the UK, Italy, Sweden, USA, Ukraine, UAE, South Africa and Argentina. Publications number over three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability. Publications are in English, Spanish, Portuguese, Italian, Swedish, Greek, Japanese and Chinese.

Paul Woodford is Professor and former Chair of the Department of Music Education at the Don Wright Faculty of Music, the University of Western Ontario. His interests in philosophical, historical, sociological, and political issues affecting the profession have led to many publications, including four books on the history of music in Newfoundland and Labrador, a fifth book, entitled Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice (Indiana University Press, 2005), contributions to The Encyclopedia of Music in Canada (1992), The New Handbook of Research on Music Teaching and Learning (2002), The Oxford Handbook of Music Education (2012), The 111th National Society for the Study of Education Yearbook (2012), The Child as Musician (Oxford, 2016), and co-editorship of The Oxford Handbook of Social Justice in Music Education (2015). Formerly Co-Chair of the Executive Committee of the International Society for the Philosophy of Music Education from 2005 to 2007, Dr. Woodford is a member of the advisory boards of the Bulletin of the Council for Research in Music Education, the British Journal of Music Education, and the Philosophy of Music Education Review.