Downton, M. P. (2018). Why Ask Why? Questions to Elicit Resoned Intuitive Responses in an Elementary Music Program. Columbus OH: Contributions to Music Education. vol. 43, pp. 175-195.
Downton, M. P. (2016). The aesthetics, creativity and craftsmanship of fourth-graders’ compositions. In: no. Hull: Journal of Music, Technology, and Education. vol. 8,
Downton, M. P. (2015). “That’s What Everyone Else Is Saying…”: Collaborative Reflection-in-Action during Creative Activities.
Portowitz, A., Peppler, K. A., and Downton, M. P. (2014). In Harmony: A technology-based music education model to enhance musical understanding and general learning skills. International Journal of Music Education. vol. 32, pp. 242–260.
Downton, M. P., Peppler, K. A., Portowitz, A., Bamberger, J., and Lindsay, E. (2012). Composing pieces for peace: Using Impromptu to build cross-cultural awareness. Visions of Research in Music Education. vol. 20, pp. 1–37.
Abrams, S. S., Downton, M. P., and Chen, X. (2018). Managing Education Technology: School Partnerships and Technology Integration. New York, NY: Routledge. pp. 156.
Downton, M. P. (2017). Preparation for future teaching: The design of authentic activities in a teacher education classroom. In: "Handbook of Research on Analyzing Practices for Teacher Preparation and Licensure." . Hershey, PA: IGI Global. pp. 293-305.