| Teacher professional development: International perspectives and approaches Bautista, Ortega-Ruíz Psychology, Society, & Education 7 (3), 240-251, 2015 | 264 | 2015 |
| Teacher professional development in Singapore: Depicting the landscape Bautista, Wong, Gopinathan Psychology, Society, & Education 7 (3), 311-326, 2015 | 132 | 2015 |
| High-quality music teacher professional development: A review of the literature Bautista, Yau, Wong Music Education Research 19 (4), 455-469, 2017 | 116 | 2017 |
| Learning areas for holistic education: Kindergarten teachers’ curriculum priorities, professional development needs, and beliefs Bautista, Ng, Múñez, Bull International Journal of Child Care and Education Policy 10 (1), 8, 2016 | 110 | 2016 |
| Curriculum integration in arts education: Connecting multiple art forms through the idea of ‘space’ Bautista, Tan, Ponnusamy, Yau Journal of Curriculum Studies 48 (5), 610-629, 2016 | 106 | 2016 |
| Music performance teachers’ conceptions about learning and instruction: a descriptive study of Spanish piano teachers Bautista, Pérez-Echeverría, Pozo Psychology of Music 38 (1), 85-106, 2010 | 97 | 2010 |
| Arts-related pedagogies in preschool education: An Asian perspective Bautista, Moreno-Núñez, Bull, Amsah, Koh Early Childhood Research Quarterly 45, 277-288, 2018 | 90 | 2018 |
| The learning and teaching of music performance: Changing conceptions and practices | El aprendizaje y la enseñanza de la interpretación musical: cambiando las concepciones y … Pozo, Bautista, Torrado Cultura y Educación 20 (1), 5-15, 2008 | 74* | 2008 |
| Processes of instrumental learning: The development of musical expertise Hallam, Bautista The Oxford Handbook of Music Education 1, 658-676, 2012 | 73* | 2012 |
| Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference? Bautista, Toh, Wong Musicae Scientiae 22 (2), 196-223, 2018 | 59 | 2018 |
| What do music performance teachers think they should teach in their lessons | ¿Qué consideran los profesores de instrumento que deben enseñar en sus clases? Bautista, Pérez-Echeverría Cultura y Educación 20 (1), 17-34, 2008 | 53* | 2008 |
| Preschool educators’ interactions with children about sustainable development: Planned and incidental conversations Bautista, Moreno-Núñez, Ng, Bull International Journal of Early Childhood 50 (1), 15–32, 2018 | 52 | 2018 |
| Piano teachers' conceptions of assessment and evaluation | Concepciones de profesores de piano sobre la evaluación Bautista, Pérez-Echevarría, Pozo Revista de Educación 355, 443–466, 2011 | 49* | 2011 |
| Piano students’ conceptions of musical scores as external representations: A cross-sectional study Bautista, Pérez-Echeverría, Pozo, Brizuela Journal of Research in Music Education 57 (3), 181-202, 2009 | 49 | 2009 |
| Music in early childhood teacher education: raising awareness of a worrisome reality and proposing strategies to move forward Bautista, Yeung, Mclaren, Ilari Arts Education Policy Review 125 (3), 139–149, 2024 | 48 | 2024 |
| Purposeful play during learning centre time: from curriculum to practice Bautista, Habib, Eng, Bull Journal of Curriculum Studies 51 (5), 715-736, 2019 | 47 | 2019 |
| Preschool teachers’ engagement in professional development: Frequency, perceived usefulness, and relationship with self-efficacy beliefs Múñez, Bautista, Khiu, Keh, Bull Psychology, Society, & Education 9 (2), 181-199, 2017 | 45 | 2017 |
| Music teachers' perceptions of the features of most and least helpful professional development Bautista, Wong Arts Education Policy Review 120 (2), 80-93, 2019 | 44 | 2019 |
| Evaluating mathematics teachers' professional development motivations and needs Caddle, Bautista, Brizuela, Sharpe Journal of Research in Mathematics Education, REDIMAT 5 (2), 112-134, 2016 | 43 | 2016 |
| Conceptualizing sound as a form of incarnate mathematical consciousness Bautista, Roth Educational Studies in Mathematics 79 (1), 41-59, 2012 | 43 | 2012 |
Rebecca BullMacquarie University在 mq.edu.au 的电子邮件经过验证
