Culp, M. E., & Grimsby, R. (in press). Using an equity-centered framework to guide family

engagement: Supporting children’s lifelong music-making through reciprocal

partnerships. Music Educators Journal


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.


Grimsby, R. & Allen, A. (2023). MTE mothers: Finding balance during the covid-19 pandemic. Qualitative Research in Music Education, 5(1), 3-32.

Grimsby, R. (2023). Alternative avenues for collaborating with special education paraprofessionals. Journal of General Music Education, 36(2), 13-19.

Armes, J., Harry, A., & Grimsby, R. (2022). Implementing universal design principles in music teaching. Music Educators Journal, 109(1), 44-51.

Grimsby, R. & Knapp, E. (2022). A comparison of federal and state special education laws: Implications for music educators. Arts Education Policy Review. (online first)

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)

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