PUBLICATIONS – REFEREED
Grimsby, R. (2025). The songbird and the percussionist: Listening to and implementing non-speakers’ musical preferences. International Journal of Education & the Arts, 26(16). http://doi.org/10.26209/ijea26n16
Svec, C., & Grimsby, R. (2025). Establishing concurrent validity of the online primary measures of music audiation. International Journal of Music in Early Childhood. https://doi.org/10.1386/ijmec_00070_1
Grimsby, R. (in press). Music education from the child’s perspective. In K. McCord, C. Colwell, & D. VanderLinde (Eds.), Handbook of Special Music Education and Music Therapy: Research to Practice. Oxford University Press.
Grimsby, R., & Allen, A. (in press). Re-emergence of pre-pandemic issues for women in academia: Music teacher educator mothers’ perspectives. In Bridget Sweets and Kate Fitzpatrick-Harnish (Eds.), Motherhood in Music Education Academy. Oxford University Press.
Grimsby, R. (2025). Research with children with disabilities: Ethics, queries, and activism. International Journal of Qualitative Studies in Education. 1-16. http://dx.doi.org/10.1080/09518398.2025.2470933
Grimsby, R., & Jones, S. (2024). It’s Not Optional: Implementing IEPs in the Music Classroom. Music Educators Journal, 111(1), 33-49. https://doi.org/10.1177/00274321241275870
Grimsby, R. (2024). Preservice music educators’ perceived self-efficacy in teaching students with disabilities following special education coursework: A comparative mixed-methods study. International Journal of Music Education, 0(0). https://doi.org/10.1177/02557614241297275
Culp, M. E., & Grimsby, R. (2024). Using an equity-centered framework to guide family engagement: Supporting children’s lifewide music-making through reciprocal partnerships. Music Educators Journal, 110(3), 52-62. https://doi.org/10.1177/00274321241238696
Grimsby, R. & Armes, J. (2023). Perceptions and experiences of preservice music educators working with students with disabilities: A mixed methods inquiry of online field experiences within a music for special education course. International Journal of Music Education, 1-13. https://doi.org/10.1177/02557614231188126
Grimsby, R. & Allen, A. (2023). MTE mothers: Finding balance during the covid-19 pandemic. Qualitative Research in Music Education, 5(1), 3-32. https://vpa.uncg.edu/wp-content/uploads/2023/02/QRME-v5i1-2023-Grimsby-Allen.pdf
Grimsby, R. (2022). Alternative avenues for collaborating with special education paraprofessionals. Journal of General Music Education, 36(2), 13-19. https://doi.org/10.1177/27527646221130314
Armes, J., Harry, A., & Grimsby, R. (2022). Implementing universal design principles in music teaching. Music Educators Journal, 109(1), 44-51. https://doi.org/10.1177/00274321221114869
Grimsby, R. & Knapp, E. (2022). A comparison of federal and state special education laws: Implications for music educators. Arts Education Policy Review. (online first) https://doi.org/10.1080/10632913.2022.2077872
Grimsby, R. (2022). “A meeting of equals.”: Music educators and special education paraprofessionals in a community of practice. Research Studies in Music Education. (online first) https://doi.org/10.1177/1321103X221078521
Feierabend, J. & Grimsby, R. (2021) Conversational Solfege for Recorder. Chicago, IL: GIA Publications
Grimsby, R. (2020). Resources for music teachers. In Hammel, A. & Hourigan, R. Teaching music to students with autism. New York, NY: Oxford (Invited by the authors to rewrite Chapter Ten which appeared in the first edition.)
Grimsby, R. (2020). “Because we are important!”: Music educators and special education paraprofessionals in a community of practice (Publication No. 27962769) [Doctoral dissertation, Michigan State University]. ProQuest Dissertations and Theses Global.
Grimsby, R. (2020). “Anything is better than nothing!”: In-service teacher’s perceptions of preparedness in teaching students with disabilities. Journal of Music Teacher Education. 29(3), 5-11. https://doi:10.1177/1057083719893116
Grimsby, R. (2018). Prepare, practice, present: A “sound before sight” approach to teaching recorder. The Orff Echo, 51(1), 22 -27.
Grimsby, R. (2018). Adaptations for first steps in music and conversational solfege in the general music classroom. In J.M. Feierabend & M. Strong (Eds.), Feierabend fundamentals: History, philosophy, practice (381- 431). GIA Publications
Brandon, J., Green, B., Grimsby, R., Knapp, C., Tranberg, C. (2017). First steps in music with Orff Schulwerk: Sing, say, dance, play. GIA Publications
PUBLICATIONS – INVITED
Grimsby, R. (2024). Movement in general music education. North Carolina Music Educators State Journal, 75(2), 55-60. https://www.ncmea.net/member-resources/music-educator-journal
Grimsby, R. (2024). Using children’s literature to guide important conversations. Illinois Music Educators State Journal.
Grimsby, R. (2024). Universal design for learning in the elementary music classroom. Massachusetts Music Educators State Journal, 72(3), 33-35. https://online.fliphtml5.com/mlkuf/dlay/#p=35