Publications

 


Dissertation:


Hourigan, R. M. (2007) Teaching Music to Students with Special Needs: A Phenomenological Examination of

              Participants in a Fieldwork Experience. Doctoral Dissertation, The University of Michigan

              (ISBN # 9780549174868/VDM Verlag (2008) ISBN#: 978-3-8364-7663-8).


               * Winner of the 2007 Council of Research in Music Education Outstanding    

                    Dissertation Award


Publications (Refereed books)


Hammel, A. M., & Hourigan, R. M. (2013) Teaching Music to Children with Autism.  New York: Oxford University Press.


Hammel, A., & Hourigan, R. M. (2011). Teaching Music to Students with Special Needs: A

Label Free Approach.  New York: Oxford University Press.


Publications (Refereed research)


Gerrity, K. W., Hourigan, R.M., & Horton, P.W. (2013). Conditions that facilitate music

learning among students with special needs : A mixed-methods inquiry.

Journal of Research in Music Education. 61: 144-159.


Hourigan, R. M. (2011). Race to the top: Implications for professional development in arts

education. Arts Education Policy Review, 112, 60-64.


Hammel, A., Hourigan, R. M. (2011). The fundamentals of special education policy:

Implications for music teachers and music teacher education. Arts Education Policy Review


Byrn, M. D., & Hourigan, R. M. (2010). A Comparative case study of music interactions

between mothers and infants.  Contributions to Music Education, 37(1), 65-80.


Hourigan, R.M., & Scheib, J.W. (2009). Inside and outside the undergraduate music education

curriculum: Student teacherperceptions of the values, skills, abilities, and understandings.

Journal of Music Teacher Education, 18(2), 48-61.


Hourigan, R. M. (2009). Preservice music teachers’ perceptions of a fieldwork experience

in a special needs classroom. Journal of Research in Music Education, 57(2), 152-168.


Hourigan, R. M. (2008). The use of student-written cases in music teacher education. Journal of

Music Teacher Education, 17 (2), 19-32.


Hourigan, R. M. (2007). Music majors as paraprofessionals: A study in special needs field

experience for  preservice music educators. Contributions to Music Education, 34, 19-34.


Conway, C. M., Eros, J., Hourigan, R., & Stanley, A. M. (2007). Perceptions of beginning

teachers regarding secondary instrument class preparation in preservive music teacher

education. Bulletin of the Council for Research in Music Education, 173, 39-54.


Hourigan, R. M. (2007). Preparing music teachers to teach students with special needs. Update:

Applications of Research in Music Education, 26 (1), 5-14.


Hourigan, R. M. (2006). A book review of L. Darling Hammond and J. Bransford (eds.),

Preparing teachers for a changing world. Bulletin for the Council of Research in

Music Education,167, 77-85.


Hourigan, R. M. (2006). The use of the case method to develop reflective thinking in music

teacher education. Update: Applications of Research in Music Education, 24(2), 33-44.


Conway, C. M., Albert, D. J., Hibbard, S., & Hourigan, R. M. (2005). Professional development

for arts teachers. Arts Education Policy Review, 107(1), 3-10.


Conway, C. M., Albert, D. J., Hibbard, S., & Hourigan, R. M. (2005). Voices of music teachers

regarding professional development.. Arts Education Policy Review, 107(1), 11-14.


Publications (Refereed book contributions)


Hourigan, R. M. & Edgar, S. (In press). Phenomenological research in music education. In (C.

M. Conway Ed.) Qualitative Research in Music Education. New York: Oxford University Press.


Hourigan, R. M. (In press).  Qualitative examinations of students with special needs in musiceducation. In (C. M. Conway Ed.) Qualitative Research in Music Education. New York:

Oxford University Press.


Hourigan, R. M. (2010). Mentors or masters: The challenge of matching cooperating teachers

with student teachers. In C. M. Conway, M.V. Smith & T. M. Hodgman Handbook for

the Music Mentor. Chicago: GIA Publications.


Hourigan, R. M. (2006). Observation protocols for high school concert band, high school

marching band, high school jazz ensemble, junior high concert band, music theory

and self contained special needs classrooms. In C. M. Conway and T. M.

Hodgman, Handbook for the beginning music teacher (pp. 68-85). Chicago: GIA.


Publications (practitioner/refereed)


Hourigan, R.M., & Hourigan, A.M. (2009). Teaching music to children with autism:

Understandings and perspectives. Music Educators Journal, 96(1), 40-45.


Hourigan, R. M. (2009). The invisible student: Understanding social identity construction within

performing ensembles. Music Educators Journal, 95(4), 34-38.


Hourigan, R. M. (2008). Teaching music to performers with special Needs.  Teaching Music,

15(6), 26-29.


Publications (non-refereed)


Hourigan, R. M. (2008). Understanding and participating in the special education process.

Indiana Musicator, 64 (1), 29-31.


Hourigan, R. M. Draves, T. J., West, C. W. (2008). An Examination of the Transition from

Primary to Secondary Socialization of Music Educators.  

http://smte.us/wpcontent/uploads/2008/03/primsecsocialization.pdf


Haston, W., & Hourigan, R.M. (2007). Socialization of Undergraduates in Higher Education. In

J. W. Scheib (Ed.) Roles, identity, socialization, and conflict: The transition from music

         student to music teacher (a literature review)(p. 3-10) Society for Music Teacher

Education.