Hallam, S., Creech, A., McQueen, H. (forthcoming) Can the adoption of informal approaches to learning popular music in school music lessons promote musical progression? British Journal of Music Education
Hallam, S. & Papageorgi, I. (2016) Conceptions of Musical Understanding, Research Studies in Music Education 38(2),133-154.
Hallam, S. & Rogers, K. (2016) The impact of instrumental learning on attainment at age 16: a pilot study. British Journal of Music Education. DOI: https://doi.org/10.1017/S0265051716000371
McQueen, H. Hallam, S. & Creech, A. (2016) Teachers’ and students’ music preferences for secondary school music lessons: reasons and implications. Music Education Research. http://dx.doi.org/10.1080/14613808.2016.1238059
Hallam, S., Creech, A., McQueen, H (2016) Pupils’ perceptions of informal learning in school music lessons, Music Education Research http://dx.doi.org/10.1080/14613808.2016.1249358
Tolfree, E & Hallam, S. (2016) Children and young people’s uses of and responses to music in their everyday lives: A pilot study. Psychology of Education Review, 40(2), 44-50.
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), 133-157.
Hallam, S., & Creech, A. (2016) Can active music making promote health and well-being in older citizens? Findings of the Music for Life Project, London Journal of Primary Care, 8(2), 21-25.
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, doi http://dx.doi.org/10.1080/14613808.2015.1122749
Hallam, S. Creech, A., Papageorgi, I., Gomes, T., Rinta, T., Varvarigou, M. & Lanipekun, J. (2016) Are there gender differences in instrumental music practice? Psychology of Music doi pom.sagepub.com/content/early/2016/06/14/0305735616650994.full.pdf
Hallam, S., Creech, A., McQueen, H., & Varvarigou, M. & Gaunt, H. (2016). The facilitator of community music-making with older learners: Characteristics, Motivations and challenges. International journal of music education, 34(1),19-31.
Hallam, S. (2016) The impact of actively making music on the intellectual, social and personal development of children and young people: a summary. Voices: Special Issue, How music can change your life, 16(2), doi https://www.voices.no/index.php/voices/article/view/884
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, first published on February 23, 2016 as doi:10.1177/1029864916634420
Hallam, S., Creech, A., & McQueen, H. (2015) Teachers’ perceptions of the impact on students of the Musical Futures approach. Music Education Research, doi http://dx.doi.org/10.1080/14613808.2015.1108299
Hallam, S & Godwin, C. (2015) Actual and perceived effects of background music on creative writing in the primary classroom, Psychology of Education Review, 39(2), 15-21.
Bagley, C. & Hallam, S. (2015) Managed moves: School and Local Authority staff perceptions of processes, success and challenges. Emotional and Behavioural Difficulties. DOI:10.1080/13632752.2015.1053700
Bagley, C. & Hallam, S. (2015) Young people’s and parents’ perceptions of managed moves, Emotional and Behavioural Difficulties DOI:10.1080/13632752.2015.1081373
Creech, A., & Hallam, S. (2015) Critical geragogy: A framework for facilitating older learners in community music. London Review of Education, 13(1), 43-57.
Hallam, S. (2015) Memory and music at the BBC Proms, The Psychologist.
Hallam, S & Creech, A. (2015) Can active music making promote health and well-being in older citizens? Findings of the Music for Life Project. London Journal of Primary Care.
Hallam, S & Rogers, L. (2015) Not the end? A new approach to school exclusions. Every Child Journal, 5,128-33.
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), 567-589.
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), 32-49.
Hallam, S., Creech, A., Varvarigou, M., McQueen, H. & Gaunt, H. (2014). Does active engagement in community music support quality of life in older people? Arts and Health,6(2), 101-116.
Creech, A., Varvarigou, M., Hallam, S., McQueen, H., & Gaunt, H. (2014) Scaffolding, organisational structure and interpersonal interaction in musical activities with older people. Psychology of Music, 42(3), 430-447.
Hallam, S. & MacDonald, R. (2013) Introduction: Perspectives on the power of music, Research Studies in Music Education, 15(1), 83-86.
Varvarigou, M., Creech, A., Hallam, S., & McQueen, H. (2013). Different ways of experiencing music–making in later life: Creative music sessions for older learners in East London. Research Studies in Music Education, 15(1), 103-118.
Hallam, S., Creech, A., McQueen, H., & Varvarigou, M. (2013). Perceptions of effective leadership in music facilitators working with older people. Journal of Arts and Communities, 3(3), 229-248.
Creech, A., Hallam, S., Varvarigou, M., & Gaunt, H. (2013). Active music making: A route to enhanced subjective well-being amongst older people. Perspectives in Public Health (Special Edition), 133(1), 36-43.
Creech, A., Hallam, S., Gaunt, H., Pincas, A., McQueen, H., & Varvarigou, M. (2013). The power of music in the lives of older adults, Research Studies in Music Education, 15(1), 87-102.
Hallam, S., Parsons, S (2013) Prevalence of streaming in UK primary schools: Evidence from the Millennium Cohort Study, British Educational Research Journal, 39(3), 425–608.
Hallam, S. & Parsons, S. (2013) The incidence and makeup of ability grouped sets in the UK primary school. Research Papers in Education, 28(4), 393-420.
Hallam, S. (2013) What predicts level of expertise attained, quality of performance, and future musical aspirations in young instrumental players? Psychology of Music, 41(3), 265-289.
Long, M., Creech, A., Gaunt, H., Hallam, S. and L. Robertson. (2012). "Blast from the past: Conservatoire students' experiences and perceptions of public master classes." Musicae Scientiae, 16(3) 286-306.
Long, M., Creech, A., Gaunt, H. & Hallam, S. (2012) Conservatoire students' experiences and perceptions of instrument specific master classes. Music Education Research, 16(2), 176-192.
Hallam, S., Creech, A., Varvarigou, M., McQueen, H., & Gaunt, H. (2012). Perceived benefits of active engagement with making music in community settings. International Journal of Community Music, 5(2), 155-174.
Varvarigou, M., Hallam, S., Creech, A., & McQueen, H. (2012). Benefits experienced by older people who participated in group music-making activities. Journal of applied arts and health,3(2), 183-198.
McQueen, H., Hallam, S., Creech, A., & Varvarigou, M. (2012) A philosophical perspective on leading music activities for the over 50s, International Journal of Lifelong Education, online 29-11-12
Hallam, S., Creech, A., Varvarigou, M., McQueen, H. (2012) What are the characteristics of the older people who engage in community music making, their reasons for participation and the barriers that they face? Journal of Adult and Continuing Education, 18(2). http://dx.doi.org/10.7227/JACE.18.2.3
Hallam, S. Rinta, T. Varvarigou, M., Creech, A. Papageorgi, I., and Lani, J. (2012) The development of practising strategies in young people, Psychology of Music, 40(5), 652-680.
Marin, C., Puy Perez Echeverria, M. & Hallam, S. (2012) Using the musical score to perform: a study with Spanish flute students, British Journal of Music Education, 29(2), 193-212.
Varvarigou, M., Creech, A., & Hallam, S. (2012) Benefits of continuing professional development (CPD) programmes in music for KS2 (primary) teachers through the example of the London Symphony Orchestra (LSO) On Track programme, Music Education Research, 14(2), 149-169.
Gaunt, H., Creech, A., Long, M. & Hallam, S. (2012) Supporting conservatoire students towards professional integration: one-to-one tuition and the potential of mentoring. Music Education Research, 14(1), 25-43.
Varvarigou, M., Creech, A., Hallam, S., & McQueen, H. (2012). Bringing different generations together in music-making – an intergenerational music project in east London. International Journal of Community Music, 4(3), 207-220.
Long, M., Hallam, S., Creech, A., Gaunt, H., Robertson, L. (2011) Do prior experience, gender or level of study influence music students’ perspectives on master classes? Psychology of Music, 40 (6), November, 681 - 697.
Kokotsaki, D. & Hallam, S. (2011) The perceived benefits of participative music making for non-music university students: a comparison with music students, Music Education Research, 13(2), 149-172.
Taylor, A. & Hallam, S. (2011) From leisure to work: amateur musicians taking up Instrumental or vocal teaching as a second career, Music Education Research, 13(3), 307-325.
Creech, A. & Hallam, S. (2011) Learning a musical instrument: The influence of interpersonal interaction on outcomes for school-pupils, Psychology of Music, 39(1), 102-122.
Hallam, S. and Francis, H. (2011) An exploration of postgraduate students’ conceptions of the nature of argument, Special Issue, ‘Experiences of learning and academic understanding in higher education’ The Journal of the Hellenic Psychological Society, 17(4), 343-360.
Creech, A. Pincas, A, Hallam, S., Jeanes, J & Broad, J. (2010) Being an ‘older learner’ in higher education: sustaining the will to learn, International Journal of Education and Ageing, 1(1), 15-32 (June).
Hallam, S. (2010) 21st Century conceptions of Musical Ability, Psychology of Music, July, 38(3), 308-330.
Rogers, L & Hallam, S. (2010) Gender differences in perceptions of studying for GCSE, International Journal of Inclusive Education, 14(8), 795-811.
Hallam, S. (2010) Transitions and the development of expertise, Psychology Teaching Review, 16(2), 3-32. Hallam, S. (2010) The power of music: its impact of the intellectual, personal and social development of children and young people, International Journal of Music Education, 38(3), 269-289.
Rogers, L., and Hallam, S. (2010) Changes in perceptions of studying for the GCSE among Year 10 and 11 pupils, Educational Studies, 36(2), 153-163.
Kotsopoulou, A., & Hallam, S. (2010) The perceived impact of playing music while studying: age and cultural differences, Educational Studies, 36(4), 431-440.
Hallam, S., Rogers, L., and Rhamie, J. (2010) Staff perceptions of the success of an alternative curriculum: Skill Force, Emotional and Behavioural Difficulties, 15(1), 63-74.
Rogers, L., Hallam, S., Shaw, J., Rhamie, J. (2009) The integration of an alternative curriculum: Skill Force, British Journal of Special Education, 35(3), 131-139.
Creech, A., Gaunt, H., Hallam, S., and Robertson, L. (2009) Conservatoire students’ perceptions of Master classes, British Journal of Music Education, 26(3), 315-332.
Hallam, S., Burnard, P., Robertson, A., Saleh, C., Davies, V., Rogers, L., & Kokatsaki, D. (2009) Trainee primary school teachers’ perceptions of their effectiveness in teaching music. Music Education Research, 11(2), 221-140.
Creech, A. & Hallam, S (2009) Interaction in instrumental learning: the influence of interpersonal dynamics on parents, International Journal of Music Education, 27(2), 93-104.
Hallam, S. (2009) An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well-being in primary school children, Oxford Review of Education, 35(3), June, 313-330.
Ireson, J. & Hallam, S. (2009) Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools, Learning and Instruction, 19, 201-213.
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), December, 485-497.
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, 40(2), 369-387.
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), 181-192.
Taylor, A., & Hallam, S. (2008) Understanding what it means for older students to be learning basic musical skills on a keyboard instrument, Music Education Research, 10(3), 285-306.
Rogers, L., Hallam, S., and Shaw, J. (2008) Do generalist parenting programmes improve children’s behaviour and attendance at school: The parents’ perspective. British Journal of Special Education, 35(1), 16-25.
Hallam, S., Rogers, L., & Creech, A. (2008) Gender differences in musical instrument choice, International Journal of Music Education, 26(1), 7-19.
Hallam, S. (2007) Evaluation of behavioural management in schools- a review of the role of Behaviour and Education Support Teams and the Behaviour and Improvement Programme, Child and Adolescent Mental Health, 12(3), 106-112.
Hallam, S. Rogers, L., Shaw, J. & Rhamie, J. (2007) The provision of educationally focused parenting programmes in England. European Journal of Special Educational Needs, 22(3), 307-326.
Kirton, A. Hallam, S., Peffers, J., Robertson, P. Stobart, G. (2007) Revolution, evolution or a Trojan horse? Assessment for learning in Scottish Primary Schools, British Educational Research Journal, 33(4), 605-627.
Papageorgi, I., Hallam, S., & Welch, G. (2007) A conceptual framework for understanding musical performance anxiety, Research Studies in Music Education, 28(1), 83-107.
Kokotsaki, D., & Hallam, S. (2007) Higher Education music students’ perceptions of the benefits of participative music making, Music Education Research, 9(1), March, 93-109.
Hallam, S., Rogers, L., Rhamie, J., Shaw, J., Rees, E., Haskins, H., Blackmore, J., Hallam, J. (2007) Pupils’ perceptions of an alternative curriculum: Skill Force. Research Papers in Education, 22(1), March, 43-63.
Hallam, S. & Ireson, J. (2007) Secondary school pupils’ satisfaction with their ability group placements, British Educational Research Journal, 33(1), February, 27-45.
Hallam, S. & Ireson, J. (2006) Secondary school pupils’ preferences for different types of structured grouping practices, British Educational Research Journal, 32(4), 583-601.
Hallam, S. Rogers, L., & Shaw, J. (2006) Improving children’s behaviour and attendance through the use of parenting programmes: An examination of practice in five case study Local Education Authorities, British Journal of Special Education, 33(3), 107-113.
Rogers, L., & Hallam, S. (2006) Gender differences in approaches to studying for GCSE among high achieving pupils, Educational Studies, 32(1), 59-72.
Creech, A. & Hallam, S. (2006) Every picture tells a story: Pupils representations of learning the violin, Educate, 6(1), 35-56.
Hallam, S. (2005) Open Dialogue peer review: a response to Goswami, The Psychology of Education Review, 29(2), 13-14.
Hallam, S. (2005) How to advocate for music: Personal stories of music education advocacy: The Power of Music, International Journal of Music Education, 23(2), 145-149.
Ireson, J. & Hallam, S. (2005) Pupils’ liking for school: ability grouping, self-concept and perception of teaching, British Journal of Educational Psychology, 75, 297-311.
Ireson, J., Hallam, S. & Hurley, C. (2005) What are the effects of ability grouping on GCSE attainment? British Educational Research Journal, 31(4), 443-458..
Karagiannopoulou, E. & Hallam, S. (2005) Exploring the role of nationality, gender and educational level on the possible selves of Greek and UK young adults from divorced and intact families, International Journal of Adolescence and Youth, 12, 1-27.
Hallam, S. & Ireson, J. (2005) Secondary School Teachers’ Pedagogic Practices when Teaching Mixed and Structured Ability Classes, Research Papers in Education, 20 (1), 3-24.
Hallam, S. (2004) Sex differences in the factors which predict musical attainment in school aged students, Bulletin of the Council for Research in Music Education, Summer 2004, 161/16, 107-117.
Hallam, S. (2004) A response to Francis, The Psychology of Education Review, 28(2), 11-13.
Hallam, S., Ireson, J. & Davies, J., (2004) Primary School Pupils’ Experience of Different Types of Grouping in Schools, British Educational Research Journal, 30(4), 515-534.
Hallam, S. & Shaw, J. (2003) Constructions of Musical Ability, Bulletin of the Council for Research in Music Education, Special Issue, 19th International Society for Music Education Research Seminar, Gothenberg, Sweden, School of Music, University of Gothenberg, August 3-9, 2002, 153/4, 102-107.
Hallam, S., Ireson, J., & Davies, J. (2004) Grouping Practices in the Primary School: What Influences Change? British Educational Research Journal, 30(1), 117-140.
BERA Music Education Review Group (2004) Mapping Music Education Research in the UK (section by Hallam, S and Lamont, A ‘ Learners: Their characteristics and development), Psychology of Music, Special Issue, Mapping Music Education Research – International Perspectives, 32(3), 243-252.
Karagiannopoulou, E. & Hallam, S. (2003) Young adults from divorced and intact families: possible selves relating to future family life, International Journal of Adolescence and Youth, 11, 91-111.
Hallam, S. & Ireson, J. (2003) Secondary School Teachers’ Attitudes to and Beliefs about Ability Grouping, British Journal of Educational Psychology, 73, 343-356.
Hallam, S. & Prince, V. (2003) Conceptions of Musical Ability, Research Studies in Music Education, 20, 2-22.
Karagiannopoulou, E & Hallam, S. (2003) Cross Cultural Differences in the Reported Possible Selves of Young Adults from Divorced and Intact Families, Psychology of Education Review, 27(2), 30-40.
Hallam, S., Ireson, J., Lister, V., Andon Chaudhury, I., & Davies, J. (2003) Ability Grouping in the Primary School: A Survey, Educational Studies, 29(1), 69-83.
Davies, J., Hallam, S., Ireson, J. (2003) Ability groupings in the primary school: issues arising from practice Research Papers in Education 18 (1), 1-16
Ireson, J., & Hallam, S. (2003) Ability grouping in schools: Does it matter? Psychology of Education Review, 27(1), 3-7.
Creech, A. & Hallam, S. (2003) Parent-teacher-pupil interactions in instrumental music tuition: a literature review, British Journal of Music Education, 20(1), 29-44.
Saeki, T. & Hallam, S. (2003) Japanese teachers’ perceptions of adopting a wider range of teaching methods in mathematics classes, Psychology of Education Review, 27(1), 28-35.
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), 7-18.
Ireson, J. Hallam, S., Hack, S., Clark, H. & Plewis, I. (2002) Ability Grouping in English Secondary Schools: Effects on Attainment in English, Mathematics and Science, Educational Research and Evaluation, 8(3), 299-318.
Rhamie, J. & Hallam, S. (2002) An Investigation into African-Caribbean Academic Success in the United Kingdom, Race, Ethnicity and Education, 5(2), 151-170.
Ireson, J., Clark, H. & Hallam, S. (2002) Constructing Ability Groups in Secondary Schools: issues in practice, School Leadership and Management, 22(2), 163-176.
Hallam, S., Price, J., & Katsarou, G. (2002) The Effects of Background Music on Primary School Pupils’ Task Performance, Educational Studies, 28(2), 111-122.
Hallam, S. (2002) Musical Motivation: Towards a Model Synthesising the Research, Music Education Research, 4(2), 225-244.
Zbainos, D., & Hallam, S. (2002) Greek Primary School Teachers’ Descriptions of the Criteria and Practices they Adopt in Assessing Pupils’ Academic Attainment, Psychology of Education Review, 26(2), 29-36.
Zbainos, D., & Hallam, S. (2002) Vathmologisi sto Dimotiko Sholeio: Pros ti Dimioyrgeia enos Modeloy ton Paragonton kai ton Praktikon poy tin epireazoun (Grading in the Primary School: Toward the Creation of a Model of the Factors and the Practices that Affect it) Syghroni Ekpaideysi (Modern Education), 123, 35-47.
Hallam, S. & Castle, F. (2001) Reducing Exclusion from School: What can help prevent it? Educational Review, 53(2), 169-179.
Crowley, C., Hallam, S. & Harre, R. Lunt, I. (2001) Study Support for Young People with Same-Sex Attraction – Views and Experiences from a Pioneering Peer Support Initiative in the North of England, Educational and Child Psychology, 18(1), 108-125.
Ireson, J., Hallam, S., & Plewis, I. (2001) Ability Grouping in Secondary Schools: Effects on Pupils’ Self-concepts, British Journal of Educational Psychology, 71, 315-326.
Hallam, S. (2001) The Effects of Listening to Music on Children's Spatial Task Performance, Psychology of Education Review, 25(2), 22-26.
Hallam, S. (2001) The Development of Metacognition in Musicians: Implications for Education, The British Journal of Music Education, 18(1), 27-39.
Hallam, S. (2001) The Development of Expertise in Young Musicians: Strategy Use, Knowledge Acquisition and Individual Diversity, Music Education Research, 3(1), 7-23.
Francis, H. & Hallam, S. (2000) Genre Effects on Higher Education Students’ Text Reading for Understanding, Higher Education, 39, 279-296.
Ireson, J. & Hallam, S. (1999) Raising Standards: Is Ability Grouping the Answer? Oxford Review of Educational Research, 25(3), 343-358.
Hallam, S. & Francis, H. (1998) Is My Understanding Yours? Learning and Instruction, 8(1), 83 95.
Hallam, S. (1998) Predictors of Achievement and Drop Out in Instrumental Tuition, Psychology of Music, 26(2), 116 132.
Hallam, S. & Price, J. (1998) Can the use of Background Music Improve the Behaviour and Academic Performance of Children with Emotional and Behavioural Difficulties? British Journal of Special Education, 25(2), 87 90.
Hallam, S. (1997) The Development of Memorisation Strategies in Musicians: Implications for Instrumental Teaching, British Journal of Music Education, 14(1), 87 97.
Hallam, S. (1997) Abordajes de la practica musical instrumental de expertos y estudiantes: Implicaciones para la educacion, Orpheotron, 2, 10 33. (translated from Approaches to instrumental music practice of experts and novices: Implications for education.
Hallam, S. (1995) Professional Musicians' Orientations to Practice: Implications for Teaching. British Journal of Music Education, 12(1), 3 20.
Hallam, S. (1995) Professional Musicians' Approaches to the Learning and Interpretation of Music. Psychology of Music, 23, 111 128.
Hallam, S. & Norwich, B. (1995) Changed Circumstances, Changed Relationships? A Response to Truancy, Delinquency and Disruption: Differential School Influences by David Galloway. In BPS, Education Section Review, 19(2), 55 58.