Embedded Case Study Methods: Integrating Quantitative and Qualitative Knowledge

This study is an investigation of the role of some key characteristics of teachers in the development of students' musical ability. Interviewing 257 children who differed in the extent of their instrumental mastery, we discovered that the most successful learners regarded their teachers differently from those children who ceased music study. The more successful learners rated their first teacher higher than did other learners on personal dimensions such as friendliness, and rated their current teacher higher than did other learners on task-oriented professional dimensions such as pushiness. Additionally, the highly successful learners studied, on average, with more teachers than did the other learners; these learners also generally received more individual instruction than did the children who eventually ceased lessons. These findings confirm the importance of matching teacher characteristics to the changing requirements of learners in enabling the development of high levels of musical expertise.

Characteristics of music teachers and the progress of young instrumentalists (Education, psychology)

Recent demonstration that probiotics administration has positive effects on mood state in healthy populations suggests its possible role as an adjunctive therapy for depression in clinical populations and as a non-invasive strategy to prevent depressive mood state in healthy individuals. The present study extends current knowledge on the beneficial effects of probiotics on psychological well-being, as measured by changes in mood (e.g., cognitive reactivity to sad mood, depression, and anxiety), personality dimensions, and quality of sleep, which have been considered as related to mood. For this double-blind, placebo-controlled study 38 healthy volunteers assigned to an experimental or control group assumed a daily dose of a probiotic mixture (containing Lactobacillus fermentum LF16, L. rhamnosus LR06, L. plantarum LP01, and Bifidobacterium longum BL04) or placebo, respectively, for 6 weeks. Mood, personality dimensions, and sleep quality were assessed four times (before the beginning of the study, at 3 and 6 weeks, and at 3 weeks of washout). A significant improvement in mood was observed in the experimental group, with a reduction in depressive mood state, anger, and fatigue, and an improvement in sleep quality. No between-groups differences were found. These findings corroborate the positive effect of probiotics on mood state and suggest that probiotics administration may improve psychological well-being by ameliorating aspects of mood and sleep quality.

/pdf/effects-of-probiotics-on-cognitive-reactivity-mood-and-sleep-2jiyvqtj3x.pdf

Effects of Probiotics on Cognitive Reactivity, Mood, and Sleep Quality.

Challenge-based learning (CBL) is a multidisciplinary approach that encourages students to work actively with peers, teachers and stakeholders in society to identify complex challenges, formulate r...

/pdf/from-cdio-to-challenge-based-learning-experiences-expanding-4k53d2jdyk.pdf

From CDIO to challenge-based learning experiences – expanding student learning as well as societal impact?

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Harvard Dictionary Of Music

Music performance anxiety (MPA), a condition common among musicians, consists of an anxious state characterized by cognitive, psychological, and physiological arousal. Musicians often establish str...

The role of coping strategy and experience in predicting music performance anxiety

Purpose




The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university courses.




Design/methodology/approach




A qualitative approach was used to examine perceived professional development. Focus groups have been conducted with the academic staff who participated in the project.




Findings




The results provided evidence that revising their curricula offered the participants an opportunity to discuss different principles, teaching methods, didactic processes and practices in Education for Sustainable Development (ESD). Several strategies emerged during curricula revision such as a positive attitude towards meta-cognitive strategies and a goal-oriented approach to curriculum planning. Moreover, the project induced the academic staff to reconsider their teaching methods.




Research limitations/implications




The main limitation is the restricted generalisability of the findings, because of the small number of participants. Further research is needed to confirm the theoretical model that emerged. Implications of the results for professional development and the induction of change in academic staff are also discussed.




Originality/value




There is little information about training experiences for enhancing professional development in academic staff using ESD principles, and this study provides a starting point. According to the results, the project had an impact on the participants’ attitudes, teaching principles and methods, course design skills and assessment approaches.

Educating academic staff to reorient curricula in ESD

The profile of an effective instrumental and vocal music teacher includes many personal and professional dimensions. Among them, teacher self-efficacy plays a key role and influences the evaluation...

The effective music teacher: The influence of personal, social, and cognitive dimensions on music teacher self-efficacy:

Background: World-wide migration is one of the most important issues of the 21st century. One crucial problem that has arisen as a result of mass migration is how school teachers are taught to use methods and tools that both support intercultural education and the promotion of inclusion as a core pedagogical construct. For these reasons, it is unsurprising that there is an increased need for studies within the field of social sustainability that consider the effects of professional development for teachers. Methods: The current paper presents the assessment of a professional development training course on intercultural education addressed to Italian primary and middle school teachers. The course was framed within a sociocultural approach and had a learner-centered focus. The research methodology used within our research involved a qualitative method to assess the effects of the training course activities. The perceived professional development was analyzed through the administration of an open question survey addressed to the teachers that attended the training course. Results: The qualitative analysis revealed the following themes: Teachers’ attitudes, teaching methods and instruments, community of practice, positive features of the course, course weaknesses, and suggestions for improvement. The results of this analysis showed that the training course was an occasion for teachers to discuss different pedagogical approaches, teaching strategies, and practices in intercultural education. Conclusion: The findings suggest that the activities created an environment for teachers to reflect upon their teaching approaches and practices. Our research shows that professional development interventions of this kind may help to improve intercultural pedagogical abilities among primary and middle school teachers.

https://www.mdpi.com/2071-1050/11/5/1238/pdf

Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers

Metacognition is a key component of musical performance. Metacognitive knowledge and skills are fundamental for musicians at all stages of their academic and professional career to allow them to structure, monitor, assess and, if needed, revise practice sessions toward specific performance goals. Research in music education has highlighted the impact that metacognition has on enhancing musical performance and the learning processes that characterize it. Expert musicians usually show a high level of metacognitive competence, which allows them to effectively self-regulate their learning activity while preparing for a performance. While professional musicians seem to have a wide range of learning strategies and skills, music students are not always aware of the importance of adopting a metacognitive approach in their learning process. In addition, the metacognitive dimension is not always explicitly addressed during music lessons, leaving students to adopt inefficacious learning strategies, or to repeatedly use sets of strategies in an incorrect manner. The aim of the current paper is to present and discuss the most recent studies on metacognition in music performance from an educational perspective that focuses on process as well as results. The role of metacognitive competence in musical activity will be discussed, first by examining the components of the metacognitive competence exhibited by expert musicians, and then by focusing on the impact of metacognition on music students' learning. Educational implications for enhancing the learning experience of young musicians will also be discussed.

/pdf/the-role-of-metacognitive-skills-in-music-learning-and-3i5kfb8vhm.pdf

Eleonora Concina

Papers

The role of coping strategy and experience in predicting music performance anxiety

Educating academic staff to reorient curricula in ESD

The effective music teacher: The influence of personal, social, and cognitive dimensions on music teacher self-efficacy:

Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers

The Role of Metacognitive Skills in Music Learning and Performing: Theoretical Features and Educational Implications.