| Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education R Crawford Music Education Research 19 (2), 195-213, 2017 | 186 | 2017 |
| Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment R Crawford, L Jenkins Australasian Journal of Educational Technology 33 (2), 2017 | 100 | 2017 |
| Making pedagogy tangible: Developing skills and knowledge using a team teaching and blended learning approach R Crawford, LE Jenkins Australian Journal of Teacher Education (Online) 43 (1), 127-142, 2018 | 75 | 2018 |
| Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students R Crawford International Journal of Music Education 35 (3), 343-356, 2017 | 75 | 2017 |
| Secondary school music education: A case study in adapting to ICT resource limitations R Crawford Australasian Journal of Educational Technology 25 (4), 2009 | 72 | 2009 |
| Evolving technologies require educational policy change: Music education for the 21st century R Crawford Australasian Journal of Educational Technology 29 (5), 2013 | 70 | 2013 |
| The intersections of curriculum development: Music, ICT and Australian music education J Southcott, R Crawford Australasian Journal of Educational Technology 27 (1), 2011 | 61 | 2011 |
| The intersections of curriculum development: Music, ICT and Australian music education J Southcott, R Crawford Australasian Journal of Educational Technology 27 (1), 2011 | 61 | 2011 |
| A multidimensional/non-linear teaching and learning model: Teaching and learning music in an authentic and holistic context R Crawford Music Education Research 16 (1), 50-69, 2014 | 58 | 2014 |
| Curriculum stasis: the disconnect between music and technology in the Australian curriculum R Crawford, J Southcott Technology, Pedagogy and Education 26 (3), 347-366, 2017 | 42 | 2017 |
| The impact of blended learning and team teaching in tertiary pre-service music education classes LE Jenkins, R Crawford Journal of University Teaching & Learning Practice 13 (3), 5, 2016 | 35 | 2016 |
| Using interpretative phenomenological analysis in music education research: An authentic analysis system for investigating authentic learning and teaching practice R Crawford International Journal of Music Education 37 (3), 454-475, 2019 | 33 | 2019 |
| Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students R Crawford Research Studies in Music Education 42 (2), 248-269, 2020 | 30 | 2020 |
| Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion R Crawford International Journal of Music Education 38 (4), 537-562, 2020 | 21 | 2020 |
| Exploring creative risk-taking and productive failure in classroom practice. A case study of the perceived self-efficacy and agency of teachers at one school E Creely, D Henriksen, R Crawford, M Henderson Thinking Skills and Creativity 42, 100951, 2021 | 20 | 2021 |
| Investigating the importance of team teaching and blended learning in tertiary music education R Crawford, L Jenkins Australian Journal of Music Education, 3-17, 2015 | 20 | 2015 |
| Valuing technology in the music classroom: Results from a recent case study indicate why technology should be used in education R Crawford Victorian Journal of Music Education 2010 (1), 29-35, 2010 | 18 | 2010 |
| Authentic Learning and Digital Technology in the Music classroom R Crawford Monash University, 2007 | 15 | 2007 |
| The evolution of technology: Landmarking Australian secondary school music R Crawford Australian Journal of Music Education, 77-92, 2014 | 14 | 2014 |
| Pre-service music teachers' understanding of blended learning: Implications for teaching post COVID-19 LE Jenkins, R Crawford Australian Journal of Teacher Education (Online) 46 (7), 86-96, 2021 | 13 | 2021 |
