Research in Dance Education

Five years of integrating science and dance: a qualitative inquiry of constructivist elementary school teachers

Kolb Learning Styles of dancers who do and don’t use dance notation compared to other fields

Spiritual experiences of post-performance career ballet dancers: a qualitative study of how peak performance spiritual lived experiences continued into and influenced later teaching lives

Creative and embodied methods to teach reflections and support students’ learning

Feelings and opinions of primary school teacher trainees towards corporeal expressivity, spontaneity and disinhibition

Choreographic practice and pedagogy as embodied ideological critique of the labour for knowledge

Body trouble: sexual harassment and worker abuse in musical theater dance employment

Competency-based curriculum for the expansion of university students’ career spectrums in the dance department

WhoLoDancE: digital tools and the dance learning environment

Gaga as embodied research (New Writer’s Prize article)

Student perceptions regarding the command and problem solving teaching styles in the dance teaching and learning process

The efficacy of Laban movement analysis as a framework for observing and analysing space in Rosas danst Rosas

Editorial

Dance students at a two year college: making sense of their academic, cultural, and social world

‘Dance is something that anyone can do’: Creating dance programs for all abilities

Editorial

Adapted-dance intervention for subacute rehabilitation post-stroke: ‘WHAT’ and ‘HOW’

Flexibility of artistic roles and shared ownership between dance educators and students in choreography and performance

Is ‘touching’ essential when teaching ballet?