The perceived influence of the one-on-one instrumental learning environment on tertiary string students’ perceptions of their own playing-related discomfort/pain

2020 ◽  
Vol 37 (3) ◽  
pp. 221-233
Author(s):  
Megan Waters
Keyword(s):  
Mixed Methods ◽  
Student Perceptions ◽  
Instrumental Music ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Music Teachers ◽  
Instrumental Learning ◽  
Instrumental Music Teachers ◽  
String Students ◽  
The One

AbstractThis article draws on qualitative data collected over a five-year period as part of a longitudinal mixed methods research project at a tertiary music institution in Australia. Forty tertiary string students consistently identified factors specific to the one-on-one instrumental teaching environment as influencing their perceptions as to the nature and causes of their playing-related discomfort pain. Student perceptions of individual teacher’s attitudes to pain and injury, experiences with regards to asking and receiving advice and the perceived influence of the first instrumental teacher are discussed using six examples. The paper concludes with several recommendations for instrumental music teachers and music institutions.

Finding the muse: Teaching musical expression to adolescents in the one-to-one studio environment

2011 ◽  
Vol 29 (4) ◽  
pp. 333-346 ◽  
Author(s):  
Eleanor A. McPhee
Keyword(s):  
Instrumental Music ◽  
Music Teachers ◽  
Musical Instrument ◽  
School Level ◽  
Musical Expression ◽  
Instrumental Music Teachers ◽  
Secondary School Level ◽  
Research Findings ◽  
One To One ◽  
The One

One-to-one music lessons are a common and effective way of learning a musical instrument. This investigation into one-to-one music teaching at the secondary school level explores the teaching of musical expression by two instrumental music teachers of brass and strings. The lessons of the two teachers with two students each were video recorded over a six-week period. This data were transcribed, coded and content analyzed. The results showed that the teachers used a variety of strategies to teach musical expression and the teacher’s choice of approach seems less important than ensuring that the student has a good understanding of the approach. Furthermore, the traditional strategies for teaching musical expression may benefit from the inclusion of approaches designed to enable young students to begin to create personal meaning in their music making. Teachers, therefore, might consider reading research findings on creative learning and devise strategies for its application in their music studios.

A Mixed Methods Portrait of Urban Instrumental Music Teaching

2011 ◽  
Vol 59 (3) ◽  
pp. 229-256 ◽  
Author(s):  
Kate R. Fitzpatrick
Keyword(s):  
Mixed Methods ◽  
Instrumental Music ◽  
Music Teachers ◽  
Urban Landscape ◽  
Attitudes And Beliefs ◽  
Contextual Knowledge ◽  
Mixed Methods Design ◽  
Urban Context ◽  
Instrumental Music Teachers ◽  
Group Component

The purpose of this mixed methods study was to learn about the ways that instrumental music teachers in Chicago navigated the urban landscape. The design of the study most closely resembles Creswell and Plano Clark’s (2007) two-part Triangulation Convergence Mixed Methods Design, with the addition of an initial exploratory focus group component. Research questions focused on the contextual knowledge that the teachers held regarding their students and communities, the specialized skills they relied upon to be successful, the attitudes and beliefs they held toward teaching instrumental music in an urban school, and the challenges and rewards that they perceived from teaching in this context. The results suggest that the instrumental music teachers utilized their knowledge of the urban context to modify their general pedagogical approach, that they believed a specialized set of skills was required for success in the urban context, that they had relatively positive levels of job satisfaction and believed strongly in the development of their students’ potential, and that they faced serious challenges to the success of their programs but also perceived great reward from the personal and musical improvement of their students.

scholarly journals Opinions of Teacher Candidates on Inclusive Education: A Parallel Mixed Method Study

2021 ◽  
Vol 9 (4) ◽  
pp. 32
Author(s):  
Hatice Leblebici ◽  
Azmi Türkan
Keyword(s):  
Mixed Methods ◽  
Data Collection ◽  
Inclusive Education ◽  
Mixed Method ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Attitude Scale ◽  
Mixed Method Study

In this study, teacher candidates’ attitudes, self-efficacy perceptions towards inclusive education, and their situation towards in-class practices were determined. A total of a hundred thirty three pre-service teachers participated in the research voluntarily. The study was designed according to the parallel mixed methods research in which both quantitative and qualitative data (QUAN + QUAL) were used together. As data collection tools, “Attitude Scale towards Inclusive Education”, “Self-Efficacy Scale for Inclusive Education” and “In-class Practice Scale for Inclusive Education” were used. In addition, during the collection of qualitative data, teacher candidates were asked to complete the statement, “In my opinion, inclusive education is like…. because….” To determine their metaphorical perceptions. When the results of the study were examined, teacher candidates, it was determined that the perceptions of self-efficacy towards inclusive education and the concern for personal equipment differ in terms of various variables. In addition, the participants chose the positive metaphors that they produced for inclusive education. Among these metaphors, respect for differences, acceptance of diversity is expressed as coexistence due to the structure of inclusive education that unites society.

Student Perceptions Regarding Clickers

2018 ◽  
pp. 291-315 ◽  
Author(s):  
Sheri Stover ◽  
Sharon G. Heilmann ◽  
Amelia R. Hubbard
Keyword(s):  
Mixed Methods ◽  
Student Learning ◽  
Real Time ◽  
Student Perceptions ◽  
Mixed Methods Research ◽  
Positive Impact ◽  
T Test ◽  
Polling Systems ◽  
Attrition Rates ◽  
Improve Student Learning

This mixed-methods research study shows that the incorporation of real-time polling in an introductory Anthropology course (n = 107) taught in a large lecture class at a mid-size university can have a positive impact on students' perceptions of (1) satisfaction; (2) participation; and (3) whether the instructor was able to use the polling results effectively to gauge students' understanding. Independent sample t-test and ANOVA results indicated gender, race, and extroversion level were shown to have significant impacts on participation and understanding. Students did not show a significant preference for either of the two real-time polling systems (TopHat or TurningPoint) used in this study. This study shows how the incorporation of real-time polling in large, introductory, lecture classes can have a positive impact on students and has the potential to decrease the attrition rates and to improve student learning enrolled in these classes.

Instrumental Opportunities: Music for All

2020 ◽  
Vol 38 (3) ◽  
pp. 48-57
Author(s):  
Linda Thornton ◽  
Mara E. Culp
Keyword(s):  
Instrumental Music ◽  
Music Teachers ◽  
Music Teacher ◽  
Future Research ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Inclusive Settings ◽  
Instrumental Music Teachers ◽  
Teacher Students ◽  
The Face

Although resources exist to help instrumental music teachers assist learners in inclusive settings, students’ voices may be absent from those resources. As such, music teachers may struggle to honor the needs and experiences of students with physical differences. Students with physical differences may be steered away from instrumental music or toward an instrument that may not be the student’s preference. The purpose of this study was to understand the stories of students with physical differences and their teacher to examine how participation in instrumental music was enabled in this setting. Data were generated through examining artifacts and completing interviews with the instrumental music teacher, students, and students’ parents. Interview data were analyzed using process/action coding. Main themes that emerged were (a) previous experiences and prior knowledge, (b) recognizing strengths and challenges, (c) perseverance toward desires in the face of uncertainty, (d) help and support from others, and (e) materials. Implications for future research and possible applications to music teaching and music teacher education are discussed.

The Importance of Nonparametric Statistics in Mixed Methods Research Studies: Implications for Rigor and Ethicality

2020 ◽  
Vol 12 (2) ◽  
pp. 135-152
Author(s):  
Nancy L. Leech ◽  
Anthony J. Onwuegbuzie
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Nonparametric Statistics ◽  
Research Literature ◽  
Extant Literature ◽  
Analysis Process ◽  
Mixed Analysis ◽  
Research Questions ◽  
Research Studies

The purpose of this editorial is to advocate for increased use of nonparametric statistics in mixed methods research studies, or more aptly labeled as mixed research to denote the fact that more than methods typically are mixed (e.g., philosophical assumptions and stances, research questions). First, we outline how the strengths of using nonparametric statistics outweighs the limitations. Second, we demonstrate empirically how infrequently nonparametric statistics appear in a flagship journal (i.e., Journal of Mixed Methods Research [JMMR]). We document that relatively few JMMR authors use nonparametric analyses to analyze qualitative data. Third, we provide a heuristic example from the extant literature to exemplify the use of nonparametric statistics in mixed research studies. Finally, we introduce a meta-framework for using nonparametric statistics in mixed research studies. Our article contributes to the mixed research literature by promoting increased rigor in particular and ethicality in general during the mixed analysis process.

A Comparison of Expert and Novice Music Teachers' Preparing Identical Band Compositions: An Operational Replication

1999 ◽  
Vol 47 (2) ◽  
pp. 174-187 ◽  
Author(s):  
Thomas W. Goolsby
Keyword(s):  
Novice Teachers ◽  
Instrumental Music ◽  
Music Teachers ◽  
Band Directors ◽  
Frequency Distributions ◽  
Performance Variables ◽  
Instrumental Music Teachers ◽  
Expert And Novice ◽  
Identical Composition ◽  
And Performance

This replication is the third causal-comparative study of expert and novice instrumental music teachers seeking to determine characteristics that may define successful, outstanding band directors, using methodology refined in two previous studies (Goolsby, 1996, 1997). Here, 10 expert and 10 novice teachers prepared an identical composition for a rated performance. A total of 216 rehearsals were analyzed to establish frequency distributions for 30 teaching and performance variables and for sequential patterns of instruction. Results showed that novices used more time overall and spent more time in verbal instruction while preparing the composition. The expert teachers spent a greater percentage of the rehearsals performing than novices did. Differences for frequency distributions indicate that novice teachers stopped and restarted more frequently without providing instruction; experts addressed balance, style, tone, and intonation more than did novices.

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