Advances in Social-Psychology and Music Education Research

Herausgeber: Ward-Steinman, Patrice Madura

• Broschiertes Buch

Produktbeschreibung

This Festschrift honors the career of Charles P. Schmidt on the occasion of his retirement from the Indiana University Jacobs School of Music. His main research focus has been the social-psychology of music education, including the subtopics of motivation in music learning, applied music teaching behaviors, and personality and cognitive styles in music teaching and learning. Each chapter in this volume recognizes the influence of Schmidt as a researcher, a research reviewer, and a research mentor, and contributes to the advancement of the social-psychological model and to research standards in music education.

Produktdetails

• Verlag: Jenny Stanford Publishing
• Seitenzahl: 286
• Erscheinungstermin: 9. September 2016
• Englisch
• Abmessung: 234mm x 156mm x 15mm
• Gewicht: 408g
• ISBN-13: 9781138270657
• ISBN-10: 1138270652
• Artikelnr.: 57041572

Autorenporträt

Patrice Madura Ward-Steinman is Professor of Music Education at the Indiana University Jacobs School of Music, where she teaches choral and research methods, and serves as coordinator of graduate studies in music education. She has published articles on vocal jazz improvisation, creative thinking, urban music teaching, and the big band era in prominent research journals, and is the author of four books: Getting Started with Vocal Improvisation (1999), Becoming a Choral Music Teacher (2010), Music Education in Your Hands, with Michael L. Mark (2010), and Madura's Danceland: Images of America (2010). She also serves on the editorial committee of the Journal of Research in Music Education.

Inhaltsangabe

Contents: Preface; Part I Social-Psychological Advances in Music Education:
Toward a social-psychological model of musical ability, Charles P. Schmidt;
Advances in the social-psychology of music teaching and learning: one facet
of Charles P. Schmidt's teaching and research, Peter Miksza and Kevin E.
Watson; Designing effective music studio instruction, Hal Abeles; Changing
learners: the nature of expertise in music teaching, Robert A. Duke and
Da-Laine Chapman; University non-major student reactions to music
appreciation course content and instructional methods, Barbara E. Lewis;
Nonverbal measurement of responsiveness to music, Clifford K. Madsen; The
Seashore-Mursell debate on the psychology of music revisited, Estelle R.
Jorgensen; A journey in search for meaning, Anthony Kemp. Part II Social
Environments for Music Education: Development of a social environment of
instruction model for music education, Stephen F. Zdzinski; Fourth graders'
use of probability reasoning in predicting personal outcomes during music
class, Patricia J. Flowers; Choir in prison: the relationship of
psychological needs to perceptions of meaning in music, Joyce Eastlund
Gromko and Mary L. Cohen; A content analysis of band repertoire performed
at the Indiana State School Music Association state concert organization
finals, 1985-2010, Lissa Fleming May; Observations about occupational
identity among public school music teachers: past and present, Jere T.
Humphreys. Part III Advancing Effective Research in Music Education:
Charles Schmidt: a quality reviewer, Rudolf E. Radocy; Ethical issues in
music education research publishing: the research publication/presentation
code of ethics, Wendy L. Sims; Diversity of dissertation topics in music
education supervised by experienced advisors in the United States, C.
Victor Fung; Cited quantitative research articles in music education
research journals, 1990-2005: a content analysis of selected studies,
Joanne Rutkowski, Keith P. Thompson and Yi-