자연주의적 탐구조사(Naturalistic Inquiry)

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

Since initially writing on thematic analysis in 2006, the popularity of the method we outlined has exploded, the variety of TA approaches have expanded, and, not least, our thinking has developed a...

Reflecting on reflexive thematic analysis

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

This article examines the perceived and documented problems of school music, particularly at secondary level, through a study of young people's music in and out of school. Four issues are explored: teachers' approaches to music in school; pupils' levels of engagement in musical activities in and out of school; pupils' attitudes to music in and out of school; and pupils' aspirations in music. A Pupils' Music Questionnaire was administered to 1,479 pupils in Years 4, 6, 7 and 9 (aged 8–14 years) from 21 schools in England; Teacher Interviews were conducted with 42 head teachers and teachers responsible for music in all these schools; and follow-up Music Focus Groups were conducted with 134 pupils from the original sample. In contrast to earlier research, both teachers and pupils across the sample demonstrated very positive attitudes towards music, whilst also acknowledging constraints on good practice. Music listening formed an important part of pupils' lives, but music making was more prominent than suggested by previous research. Commitment to musical activity seemed more robust out of school than in school, and it is suggested that involvement in musical activity may be transitory for some children and adolescents.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0265051703005412

Young people's music in and out of school

Recent qualitative research has highlighted differences in people’s music-listening behaviour according to their level of involvement with and interest in music, yet these findings are mainly based...

/pdf/exploring-engagement-with-music-in-everyday-life-using-1mnoxfxj9v.pdf

Exploring engagement with music in everyday life using experience sampling methodology

Research has begun to explore the nature of strong experiences of music listening, identifying a number of individual components from physiological through to psychological (Gabrielsson & Lindstrom...

University Students' Strong Experiences of Music: Pleasure, Engagement, and Meaning:

This paper explores the emotions connected with music performance. Performing music provides the potential to attain wellbeing via the hedonic and eudaimonic routes, appealing to pleasure, engageme...

https://journals.sagepub.com/doi/pdf/10.1177/0305735612448510

Emotion, engagement and meaning in strong experiences of music performance

School music has a comparatively low take-up rate as a qualification among English secondary school pupils. Existing research on the issue has proffered possible reasons for this phenomenon but has generally been piecemeal and undertheorised. This paper sets out a fresh theoretical perspective capable of providing a basis for systematic empirical research, and discusses the results of two exploratory studies. Drawing on legitimation code theory, a new approach in the sociology of education that focuses on the basis of achievement within educational contexts, the paper analyses National Curriculum, GCSE syllabi and pupils' attitudes towards a range of school subjects, including music. The documentary analysis highlights that earlier stages of the music curriculum emphasise either musical knowledge or musical dispositions of knowers, but music at GCSE level represents an ‘elite code’ where achievement depends upon both possessing specialist knowledge and being the right kind of knower. The study of pupils' attitudes suggests this code shift is recognised by pupils and may play a role in the low uptake of music for GCSE study. This new framework offers a firmer foundation for future empirical research into attitudes towards school subjects and subject choices.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0265051708008103

Alexandra Lamont

Papers

Young people's music in and out of school

Exploring engagement with music in everyday life using experience sampling methodology

University Students' Strong Experiences of Music: Pleasure, Engagement, and Meaning:

Emotion, engagement and meaning in strong experiences of music performance

Choosing music: exploratory studies into the low uptake of music GCSE