1.Music Therapy, Social Policy and Ecological Models: A Located Example of Music in Australian Schools

作　　者：Alexander Hew Dale Crooke

出　　处：Voices: A World Forum for Music Therapy. 2015 ;15(2):1-24.doi:10.15845/voices.v15i2.829

出版社：University of Bergen. Antioch University

文章 ID：105405113

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2.Promoting Engagement in School Through Tailored Music Programs

作　　者：Katrina Skewes McFerran ;Alexander Hew Dale Crooke ;Lucy Bolger

出　　处：International Journal of Education and the Arts. 2017 ;18(3):1-29.

出版社：Arizona State University

文章 ID：243716155

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3.Extrinsic Versus Intrinsic Benefits: Challenging Categories Used to Define the Value of Music in Schools

作　　者：Alexander Hew Dale Crooke

出　　处：Voices: A World Forum for Music Therapy. 2016 ;16(2):1-15.doi:10.15845/voices.v16i2.875

出版社：University of Bergen. Antioch University

文章 ID：206239281

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4.What About the Teacher? A Critical Interpretive Synthesis on Literature Describing Music Therapist/Teacher Consultation in Schools

作　　者：Megan Ellen Steele ;Alexander Hew Dale Crooke ;Katrina Skewes McFerran

出　　处：Voices: A World Forum for Music Therapy. 2020 ;20(1):1-18.doi:10.15845/voices.v20i1.2839

出版社：University of Bergen. Antioch University

文章 ID：254938498

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5.Hip Hop as an Agent for Health and Wellbeing in Schools

作　　者：Alexander Hew Dale Crooke ;Rachael Comte ;Cristina Moreno Almeida

出　　处：Voices: A World Forum for Music Therapy. 2020 ;20(1):1-24.doi:10.15845/voices.v20i1.2870

出版社：University of Bergen. Antioch University

文章 ID：254938502

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