By Patrice Madura Ward-Steinman
This festschrift honors the profession of Charles P. Schmidt at the celebration of his retirement from the Indiana collage Jacobs university of track. His major learn concentration has been the social-psychology of track schooling, together with the subtopics of motivation in tune studying, utilized track instructing behaviors, and character and cognitive types in track educating and studying. every one bankruptcy during this quantity acknowledges the impact of Schmidt as a researcher, a examine reviewer, and a learn mentor, and contributes to the development of the social-psychological version and to investigate criteria in track schooling. those subject matters are constructed through a beautiful forged of tune schooling students, together with Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia plant life, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa might, Peter Miksza, Rudolf Rudocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are offered in 3 sections: Social-Psychological Advances in song schooling, Social Environments for track schooling, and Advancing potent study in song schooling. This assortment, edited by means of Patrice Madura Ward-Steinman, will end up priceless for college students and school looking for very important study questions and versions of study excellence.
Read Online or Download Advances in Social-Psychology and Music Education Research PDF
Best educational psychology books
This quantity explores modern problems with ethnic, cultural, and nationwide identities and their impression at the social development of identification. those concerns are analyzed from the viewpoint of 7 countries: China, Israel, Japan, South Africa, Ukraine, Wales, and the USA. whereas varied, those views usually are not collectively unique lenses in which to check the discourse among ethnic and academic dynamics.
For too lengthy, theories and practices of studying were ruled by way of the necessities of formal studying. with no trouble this publication seeks to cajole readers via philosophical argument and empirically grounded examples that the stability can be shifted again in the direction of the casual. those arguments and examples are taken from casual studying in very varied occasions, comparable to in relaxation actions, as a coaching for and as a part of paintings, and as a way of surviving bad situations like dead-end jobs and incarceration.
This festschrift honors the occupation of Charles P. Schmidt at the celebration of his retirement from the Indiana college Jacobs college of track. His major study concentration has been the social-psychology of tune schooling, together with the subtopics of motivation in track studying, utilized track educating behaviors, and character and cognitive kinds in track educating and studying.
This ebook offers an research of corporal punishment practices in rural colleges. It examines tendencies in corporal punishment at rural faculties for college years from 1999-2000, 2003-2004, 2005-2006 and 2007-2008, a number of stakeholders’ views on corporal punishment (e. g. , tuition employees, scholar and parents), and numerous school-specific components together with substitute self-discipline practices, tuition security efforts, complex scholar behaviours, and educational results.
- Transfer of Learning: Cognition, Instruction, and Reasoning
- Mentoring Processes in Higher Education
- Emotional and Behavioural Difficulties: Theory to Practice
- Learning across sites : new tools, infrastructures and practices
Additional resources for Advances in Social-Psychology and Music Education Research
1 This research was funded by the Marlene and Morton Meyerson Centennial Professorship in Music and Human Learning at The University of Texas at Austin. SOCIAL-PSYCHOLOGY AND MUSIC EDUCATION RESEARCH 30 In 2006, Duke and Simmons found remarkable consistency among the lessons of three artists teachers working with highly accomplished conservatory students. Here we illustrate the application of observation procedures described above in the analysis of individual instruction by another renowned artist-teacher working with two college-age conservatory students and two secondary school students enrolled in a preparatory program.
Extraverted student teachers were perceived by supervisors to more frequently exhibit instruction that accommodated students of different skill levels, while those whose profiles included extraversion or perception were seen as demonstrating instruction that better accommodated students with varying interests. Schmidt and Hicken found a significant correlation between measures of student teaching competency and composite scores from faculty ratings of student teachers’ self-confidence, reliability, adaptability-flexibility, and self-reliance.
There already exists extensive research-based literature on the education of teachers for preschool through high school settings, which appears to contradict the notion that good teachers are born. This research-based pedagogy identifies skills, techniques, and personal qualities that classroom teachers need to develop before becoming fully functioning effective professionals. Are there aspects of the strategies used to develop classroom teachers that can be applied to the education of college and university studio music teachers?
Advances in Social-Psychology and Music Education Research by Patrice Madura Ward-Steinman