Example of British Journal of Music Education format
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Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format
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Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format Example of British Journal of Music Education format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access

British Journal of Music Education — Template for authors

Categories Rank Trend in last 3 yrs
Music #20 of 147 up up by 5 ranks
Education #734 of 1319 down down by 129 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 64 Published Papers | 77 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 18/07/2020
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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

0.583

31% from 2018

Impact factor for British Journal of Music Education from 2016 - 2019
Year Value
2019 0.583
2018 0.444
2017 0.944
2016 0.389
graph view Graph view
table view Table view

1.2

9% from 2019

CiteRatio for British Journal of Music Education from 2016 - 2020
Year Value
2020 1.2
2019 1.1
2018 1.3
2017 0.9
2016 0.8
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 31% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 9% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

0.49

22% from 2019

SJR for British Journal of Music Education from 2016 - 2020
Year Value
2020 0.49
2019 0.402
2018 0.499
2017 0.564
2016 0.581
graph view Graph view
table view Table view

1.676

130% from 2019

SNIP for British Journal of Music Education from 2016 - 2020
Year Value
2020 1.676
2019 0.729
2018 0.743
2017 1.037
2016 0.757
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 22% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 130% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

British Journal of Music Education

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Cambridge University Press

British Journal of Music Education

Approved by publishing and review experts on SciSpace, this template is built as per for British Journal of Music Education formatting guidelines as mentioned in Cambridge University Press author instructions. The current version was created on 18 Jul 2020 and has been used by 423 authors to write and format their manuscripts to this journal.

Music

Education

Arts and Humanities

i
Last updated on
18 Jul 2020
i
ISSN
0265-0517
i
Impact Factor
High - 1.084
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
unsrt
i
Citation Type
Numbered
[25]
i
Bibliography Example
G E Blonder, M Tinkham, and T M Klapwijk. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B, 25(7):4515–4532, 1982. 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1017/S0265051706006887
Formal and informal learning situations or practices vs formal and informal ways of learning
Göran Folkestad1

Abstract:

During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to impor... During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article, I will examine research studies which in different ways focus on formal and informal learning situations and practices or formal and informal ways of learning. I will consider the relationship between music education as praxis (music pedagogy) and as research, and the relationship between these two facets of music education and the surrounding society. I will identify four different ways of using and defining formal and informal learning, respectively, either explicitly or implicitly, each one focusing on different aspects of learning: (i) the situation, (ii) learning style, (iii) ownership, and (iv) intentionality. Formal – informal should not be regarded as a dichotomy, but rather as the two poles of a continuum; in most learning situations, both these aspects of learning are in various degrees present and interacting. Music education researchers, in order to contribute to the attainment of a multiplicity of learning styles and a cultural diversity in music education, need to focus not only on the formal and informal musical learning in Western societies and cultures, but also to include the full global range of musical learning in popular, world and indigenous music in their studies. read more read less

Topics:

Informal learning (77%)77% related to the paper, Informal education (68%)68% related to the paper, Learning sciences (66%)66% related to the paper, Music education (63%)63% related to the paper, Learning styles (55%)55% related to the paper
View PDF
414 Citations
Journal Article DOI: 10.1017/S0265051700000814
The Sequence of Musical Development: A Study of Children's Composition

Abstract:

A musical development sequence is proposed based on the psycho-logical concepts of mastery, imitation, imaginative play and meta-cognition, drawing on the work of Moog, Piaget and the observations of British writers. An interpretation of over seven hundred children's compositions is undertaken yielding an eight-mode spiral of... A musical development sequence is proposed based on the psycho-logical concepts of mastery, imitation, imaginative play and meta-cognition, drawing on the work of Moog, Piaget and the observations of British writers. An interpretation of over seven hundred children's compositions is undertaken yielding an eight-mode spiral of development that may have consequences for music teaching; for overall music curriculum planning, for appropriate responses to individuals, for generating progression in a session or project. read more read less

Topics:

Musical development (63%)63% related to the paper, Imitation (music) (53%)53% related to the paper, Moog (52%)52% related to the paper
View PDF
292 Citations
Journal Article DOI: 10.1017/S0265051703005412
Young people's music in and out of school
Alexandra Lamont1, David J. Hargreaves, Nigel A. Marshall, Mark Tarrant

Abstract:

This article examines the perceived and documented problems of school music, particularly at secondary level, through a study of young people's music in and out of school. Four issues are explored: teachers' approaches to music in school; pupils' levels of engagement in musical activities in and out of school; pupils' attitud... This article examines the perceived and documented problems of school music, particularly at secondary level, through a study of young people's music in and out of school. Four issues are explored: teachers' approaches to music in school; pupils' levels of engagement in musical activities in and out of school; pupils' attitudes to music in and out of school; and pupils' aspirations in music. A Pupils' Music Questionnaire was administered to 1,479 pupils in Years 4, 6, 7 and 9 (aged 8–14 years) from 21 schools in England; Teacher Interviews were conducted with 42 head teachers and teachers responsible for music in all these schools; and follow-up Music Focus Groups were conducted with 134 pupils from the original sample. In contrast to earlier research, both teachers and pupils across the sample demonstrated very positive attitudes towards music, whilst also acknowledging constraints on good practice. Music listening formed an important part of pupils' lives, but music making was more prominent than suggested by previous research. Commitment to musical activity seemed more robust out of school than in school, and it is suggested that involvement in musical activity may be transitory for some children and adolescents. read more read less
View PDF
225 Citations
Journal Article DOI: 10.1017/S0265051701000122
The development of metacognition in musicians: Implications for education
Susan Hallam1

Abstract:

Recent research on musical practice has focused on metacognition and the strategies that musicians adopt in their preparations for performance. This study explored the development of metacognition and performance planning strategies in musicians from novice to professional level. 22 professional musicians and 55 novices were ... Recent research on musical practice has focused on metacognition and the strategies that musicians adopt in their preparations for performance. This study explored the development of metacognition and performance planning strategies in musicians from novice to professional level. 22 professional musicians and 55 novices were interviewed about their practising. The novices were also tape recorded learning and performing a short piece. The professional musicians demonstrated extensive metacognition in relation to their preparations for performance encompassing technical matters, interpretation, and issues relating to learning itself, e.g. concentration, planning, monitoring and evaluation. Although there were similarities in the strategies adopted there was considerable variation because of individual need. In the novice musicians, there was a complex relationship between the development of expertise and the use of planning strategies. read more read less

Topics:

Metacognition (57%)57% related to the paper
View PDF
209 Citations
Journal Article DOI: 10.1017/S0265051700000164
Student learning in higher instrumental education: who is responsible?

Abstract:

Who is responsible for the learning outcomes for a student in higher instrumental education? The issue of students having influence and responsibility over their instrumental learning is a complex question. Based on research, this article discusses three questions. First, the relationship between teachers and students in inst... Who is responsible for the learning outcomes for a student in higher instrumental education? The issue of students having influence and responsibility over their instrumental learning is a complex question. Based on research, this article discusses three questions. First, the relationship between teachers and students in instrumental lessons; second, the role of the students as practitioners: how independent and responsible their practice behaviour is; third, an institution's role in students' learning. Both teachers and students work in an educational institution. The institutional responsibility for students' learning is the most neglected area of students' learning generally. read more read less

Topics:

Educational institution (67%)67% related to the paper
View PDF
167 Citations
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3. Can I cite my article in multiple styles in British Journal of Music Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the British Journal of Music Education citation style.

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12. Is British Journal of Music Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for British Journal of Music Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for British Journal of Music Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In British Journal of Music Education?

The 5 most common citation types in order of usage for British Journal of Music Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the British Journal of Music Education?

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16. Can I download British Journal of Music Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in British Journal of Music Education Endnote style according to Elsevier guidelines.

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