Download Advances in Social-Psychology and Music Education Research by Patrice Madura Ward-Steinman PDF

By Patrice Madura Ward-Steinman

This festschrift honors the profession of Charles P. Schmidt at the get together of his retirement from the Indiana college Jacobs college of track. His major examine concentration has been the social-psychology of song schooling, together with the subtopics of motivation in song studying, utilized tune instructing behaviors, and character and cognitive kinds in song educating and studying. each one bankruptcy during this quantity acknowledges the effect of Schmidt as a researcher, a study reviewer, and a learn mentor, and contributes to the development of the social-psychological version and to investigate criteria in song schooling. those issues are constructed by way of a beautiful solid of track schooling students, together with Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia vegetation, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa may perhaps, Peter Miksza, Rudolf Rudocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are provided in 3 sections: Social-Psychological Advances in track schooling, Social Environments for song schooling, and Advancing potent learn in tune schooling. This assortment, edited by way of Patrice Madura Ward-Steinman, will turn out precious for college students and college looking for vital examine questions and types of study excellence.

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Advances in Social-Psychology and Music Education Research

This festschrift honors the profession of Charles P. Schmidt at the get together of his retirement from the Indiana collage Jacobs college of song. His major study concentration has been the social-psychology of song schooling, together with the subtopics of motivation in tune studying, utilized track educating behaviors, and character and cognitive types in tune educating and studying.

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The learning/task and performance/ego factors can generally be interpreted as broad conceptions of intrinsic and extrinsic motivation, respectively. Importantly, these factors were nearly identical to those found by Marsh, Craven, Hinkley, and Debus (2003) who examined the same set of motivation orientations with respect to academic achievement. Schmidt (2005) also found that the learning/ task factor was positively related to several music achievement outcomes (practice time, teachers’ ratings of performance and effort, and solo/festival and private lesson participation).

Dr Schmidt’s seminal work on the role of cognitive style in music learning inspired a number of his students to make contributions to this literature. Osborne (1988) investigated achievement in harmonic dictation as a function of cognitive style and instructional method among undergraduate students enrolled in freshman-level music theory. Results showed a significant interaction between field dependence/field independence and instructional treatment. While fieldindependent subjects performed comparably regardless of instructional treatment, field-dependent subjects benefited significantly more from instruction emphasizing a linear approach to discriminating and notating harmonic progressions than from instruction focused on a chordal approach that stressed contextual listening to individual harmonies.

Reflection-impulsivity refers to one’s conceptual tempo. Some people respond quickly (impulsively), while others are slow and careful (reflective). Field-dependent learners tend to perceive patterns as wholes, while field-independent learners are more likely to focus on one aspect or to analyze details of patterns. Field-­dependent learners are better at learning material with social content and require externally defined structure, goals, and reinforcements. Field-independent learners tend to have self-defined goals and reinforcements, can impose their own structure on a situation, but may need help in focusing attention on material with social content.

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