| The fault lines of recontextualisation: The limits of constructivism in education G McPhail British Educational Research Journal 42 (2), 294-313, 2016 | 122 | 2016 |
| Comparing curriculum types:‘Powerful knowledge’and ‘21st century learning’ G McPhail, E Rata New Zealand Journal of Educational Studies 51, 53-68, 2016 | 102 | 2016 |
| Curriculum integration in the senior secondary school: A case study in a national assessment context G McPhail Journal of Curriculum Studies 50 (1), 56-76, 2018 | 100 | 2018 |
| The canon or the kids: Teachers and the recontextualisation of classical and popular music in the secondary school curriculum G McPhail Research Studies in Music Education 35 (1), 7-20, 2013 | 95 | 2013 |
| Developing student autonomy in the one-to-one music lesson GJ McPhail International Journal of Music Education 31 (2), 160-172, 2013 | 82 | 2013 |
| The search for deep learning: A curriculum coherence model G McPhail Journal of Curriculum Studies 53 (4), 420-434, 2021 | 75 | 2021 |
| Informal and formal knowledge: The curriculum conception of two rock graduates G McPhail British Journal of Music Education 30 (1), 43-57, 2013 | 65 | 2013 |
| Crossing boundaries: Sharing concepts of music teaching from classroom to studio GJ McPhail Music Education Research 12 (1), 33-45, 2010 | 63 | 2010 |
| Researching the interdisciplinary curriculum: The need for ‘translation devices’ R Pountney, G McPhail British Educational Research Journal 43 (6), 1068-1082, 2017 | 51 | 2017 |
| From aspirations to practice: Curriculum challenges for a new ‘twenty-first-century’secondary school GJ McPhail The Curriculum Journal 27 (4), 518-537, 2016 | 47 | 2016 |
| From singular to over-crowded region: Curriculum change in senior secondary school music in New Zealand G McPhail British Journal of Music Education 29 (3), 317-330, 2012 | 44 | 2012 |
| Getting real: is realism a blind spot in research methodology? G McPhail, M Lourie New Zealand Journal of Educational Studies 52, 285-299, 2017 | 38 | 2017 |
| Too much noise in the classroom? Towards a praxis of conceptualization G McPhail Philosophy of Music Education Review 26 (2), 176-198, 2018 | 34 | 2018 |
| One direction: A future for secondary school music education? G McPhail, J McNeill Music Education Research 21 (4), 359-370, 2019 | 30 | 2019 |
| An engaging pedagogy for an academic curriculum E Rata, G McPhail, B Barrett The Curriculum Journal 30 (2), 162-180, 2019 | 30 | 2019 |
| Knowledge and the curriculum: Music as a case study in educational futures GJ McPhail New Zealand Journal of Educational Studies 47 (1), 33-46, 2012 | 30 | 2012 |
| Powerful knowledge: insights from music's case GJ McPhail The Curriculum Journal 28 (4), 524-538, 2017 | 27 | 2017 |
| The right to enhancement: Students talking about music knowledge in the secondary curriculum GJ McPhail Curriculum Journal 25 (3), 306-325, 2014 | 27 | 2014 |
| Mixed pedagogic modalities: The potential for increased student engagement and success GJ McPhail New Zealand Journal of Educational Studies 48 (1), 113-126, 2013 | 26 | 2013 |
| Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’curriculum R Pountney, G McPhail British educational research journal 45 (3), 483-501, 2019 | 25 | 2019 |
Elizabeth RataAssociate Professor of Education, University of AucklandVerified email at auckland.ac.nz
