Rosa M. Serrano is Professor of Music Education at the University of Zaragoza, Spain.Guadalupe López-Íñiguez is Associate Professor of Music Education at Sibelius Academy, University of the Arts, Helsinki, Finland.José Luis Aróstegui is Professor of Music Education at the University of Granada, Spain.Gwen Moore is Associate Professor of Music Education at Mary Immaculate College, Limerick, Ireland.

• Acknowledgements List of Figures List of Tables AbbreviationsCelebrating 10-years if ISME’s Revista Internacional de Educación Musical: Music Education Research in Ibero-AmericaROSA M. SERRANO, GUADALUPE LÓPEZ-ÍÑIGUEZ, AND JOSÉ LUIS ARÓSTEGUIPART IWho and what is music education for? Why teaching music is not enough: Musical education and its nomological network BASILIO FERNÁNDEZ-MORANTE AND AMALIA CASAS-MASMusic teacher education in Portugal. Contributions for a reflection in context GRAÇA MOTAOn the functions of the “Music History” subject in the training of music teachersANTENOR FERREIRA AND MARIA CRISTINA C. CARVALHOReflections for the construction of an intercultural musical education: When the pedagogical and the epistemological disagreeSILVIA M. CARABETTAPART IIHigher Music Education: Challenging Hegemony and SustainabilityPopular music in higher education: The consolidation of the field in teaching and researchEDUARDO VIÑUELAPredictors of academic performance and attribution in a Music Bachelor’s Degree in MexicoJUAN PABLO CORREA AND IRMA-SUSANA CARBAJAL-VACAA proposal for a theoretical framework to address entrepreneurship in higher music educationMARGARITA LORENZO DE REIZÁBAL AND MANUEL BENITO GÓMEZPART III Transforming Teaching and Learning in Music EducationAcquisition of musical notation from the perspective of the learner. A study in young people without specific musical studiesMARÍA INÉS BURCET, CAMILA MARÍA BELTRAMONE, SOFÍA BELÉN UZAL, AND SOFÍA MELINA RIGOTTIFormal and informal music learning strategies: Instrument development and validationRUBÉN CARRILLO AND PATRICIA A. GONZÁLEZ-MORENOThe validity and efficacy of breathing exercises to reduce performance anxiety in the music classroomPABLO RAMOSPART IVSocial Justice and Music Education: Challenges for Leadership and SustainabilityBefore you turn the page: Connecting the parallel worlds of El Sistema and critical researchGEOFFREY BAKERYucatan musical youth bands: Challenges to implement a social-musical programPAULINA BAUTISTA CUPULMusical conducting in the “Guitárregas” guitar ensemble: A leadership based on the self-determination of music teachersROLANDO ANGEL-ALVARADO AND JOSÉ ÁLAMOS-GÓMEZClosing chapterWhat does music education research in and of Ibero-America add to prevailing international discourses? A view from the outsideGWEN MOOREIndex

Rosa M. Serrano is Professor of Music Education at the University of Zaragoza, Spain.Guadalupe López-Íñiguez is Associate Professor of Music Education at Sibelius Academy, University of the Arts, Helsinki, Finland.José Luis Aróstegui is Professor of Music Education at the University of Granada, Spain.Gwen Moore is Associate Professor of Music Education at Mary Immaculate College, Limerick, Ireland.

• Acknowledgements List of Figures List of Tables AbbreviationsCelebrating 10-years if ISME’s Revista Internacional de Educación Musical: Music Education Research in Ibero-AmericaROSA M. SERRANO, GUADALUPE LÓPEZ-ÍÑIGUEZ, AND JOSÉ LUIS ARÓSTEGUIPART IWho and what is music education for? Why teaching music is not enough: Musical education and its nomological network BASILIO FERNÁNDEZ-MORANTE AND AMALIA CASAS-MASMusic teacher education in Portugal. Contributions for a reflection in context GRAÇA MOTAOn the functions of the “Music History” subject in the training of music teachersANTENOR FERREIRA AND MARIA CRISTINA C. CARVALHOReflections for the construction of an intercultural musical education: When the pedagogical and the epistemological disagreeSILVIA M. CARABETTAPART IIHigher Music Education: Challenging Hegemony and SustainabilityPopular music in higher education: The consolidation of the field in teaching and researchEDUARDO VIÑUELAPredictors of academic performance and attribution in a Music Bachelor’s Degree in MexicoJUAN PABLO CORREA AND IRMA-SUSANA CARBAJAL-VACAA proposal for a theoretical framework to address entrepreneurship in higher music educationMARGARITA LORENZO DE REIZÁBAL AND MANUEL BENITO GÓMEZPART III Transforming Teaching and Learning in Music EducationAcquisition of musical notation from the perspective of the learner. A study in young people without specific musical studiesMARÍA INÉS BURCET, CAMILA MARÍA BELTRAMONE, SOFÍA BELÉN UZAL, AND SOFÍA MELINA RIGOTTIFormal and informal music learning strategies: Instrument development and validationRUBÉN CARRILLO AND PATRICIA A. GONZÁLEZ-MORENOThe validity and efficacy of breathing exercises to reduce performance anxiety in the music classroomPABLO RAMOSPART IVSocial Justice and Music Education: Challenges for Leadership and SustainabilityBefore you turn the page: Connecting the parallel worlds of El Sistema and critical researchGEOFFREY BAKERYucatan musical youth bands: Challenges to implement a social-musical programPAULINA BAUTISTA CUPULMusical conducting in the “Guitárregas” guitar ensemble: A leadership based on the self-determination of music teachersROLANDO ANGEL-ALVARADO AND JOSÉ ÁLAMOS-GÓMEZClosing chapterWhat does music education research in and of Ibero-America add to prevailing international discourses? A view from the outsideGWEN MOOREIndex