International Journal of Music Education最新文献_第2页

A structural equation model of preschool teacher candidates’ self-efficacy beliefs for music teaching: The role of academic and preschool teaching self-efficacy 幼儿教师候选人音乐教学自我效能感信念的结构方程模型：学术与幼儿教学自我效能感的作用

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-03-26 DOI: 10.1177/02557614251329629

Çağrı Şen

{"title":"A structural equation model of preschool teacher candidates’ self-efficacy beliefs for music teaching: The role of academic and preschool teaching self-efficacy","authors":"Çağrı Şen","doi":"10.1177/02557614251329629","DOIUrl":"https://doi.org/10.1177/02557614251329629","url":null,"abstract":"This study sought to explore the interrelationships between preschool teacher candidates’ self-efficacy in music teaching, their academic self-efficacy and their self-efficacy in preschool teaching. A review of the relevant literature was conducted, and Structural Equation Modeling was used to examine the relationships between variables. The study sample comprised 425 preschool teacher candidates. The findings indicated that academic self-efficacy significantly and positively predicted both preschool teaching self-efficacy and music teaching self-efficacy. Additionally, preschool teaching self-efficacy emerged as a significant positive predictor of music teaching self-efficacy. Notably, preschool teaching self-efficacy was identified as the strongest predictor of music teaching self-efficacy. Furthermore, preschool teaching self-efficacy was found to mediate the relationship between academic self-efficacy and music teaching self-efficacy. Theoretical implications suggest that the music teaching self-efficacy beliefs of preschool teacher candidates, who are also responsible for providing music education, are positively related to their academic self-efficacy and preschool teaching self-efficacy. However, further research is needed that addresses other variables with the potential to predict music teaching self-efficacy.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"94 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does length of training period impact the effectiveness of reciprocal peer teaching in university group piano students? 训练时间长短是否影响大学钢琴团体学生对等教学的效果？

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-03-04 DOI: 10.1177/02557614251323665

Jinnan Liu, David J Saccardi

{"title":"Does length of training period impact the effectiveness of reciprocal peer teaching in university group piano students?","authors":"Jinnan Liu, David J Saccardi","doi":"10.1177/02557614251323665","DOIUrl":"https://doi.org/10.1177/02557614251323665","url":null,"abstract":"Reciprocal peer teaching (RPT) is an instructional strategy rooted in collaborative learning principles, wherein students take on the roles of both tutor and tutee. It has been examined in several music education contexts, including elementary, secondary, and university ensembles; however, group piano has yet to be examined. The purpose of this study was to determine what effects there were, if any, between the duration of training for RPT tutors and achievement on four piano performance skills: repertoire, sight-reading, harmonization, and transposition. Thirty-three non-piano music majors completed pretesting and engaged in 2 to 6 days of RPT training, followed by 8 weeks of RPT interactions in their group piano class, after which a posttest was administered. Results from four separate Kruskal Wallis H tests found significant differences between groups for all areas of assessment. Post hoc testing determined that the 4-day training group scored significantly higher on the repertoire, harmonization, and sight-reading tasks, and the 6-day training group scored significantly higher in sight-reading and transposition tasks; however, the limited sample size should caution broad interpretation. Further analysis determined that the results of all tests were correlated with one another, suggesting that as the facility in one assessed skill increases, so do others. Implications for RPT tutor training and group piano teachers are discussed.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"3 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Oboe educators’ perspectives on playing-related injury, Part II: Barriers, solutions, and teaching practices 双簧管教育者对演奏相关损伤的看法，第二部分：障碍、解决方案和教学实践

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-02-27 DOI: 10.1177/02557614251320689

Heather M Macdonald, Christine Guptill

{"title":"Oboe educators’ perspectives on playing-related injury, Part II: Barriers, solutions, and teaching practices","authors":"Heather M Macdonald, Christine Guptill","doi":"10.1177/02557614251320689","DOIUrl":"https://doi.org/10.1177/02557614251320689","url":null,"abstract":"Music educators are uniquely positioned to promote student playing-related health, yet little is known about their current approach to student wellness. This article aimed to identify barriers and solutions to musician health promotion and to document studio music instructors’ approaches to wellness topics with students. Using a qualitative description approach, in-depth interviews with 10 oboe teachers (7 male, 3 female, 5 with personal history of injury) documented perceptions and practices surrounding playing-related injury (PRI). Participants identified several barriers to help-seeking behaviors among musicians, including shame, stigma, discrimination, heavy course loads, and abuse. Proposed solutions for these barriers included self-care, accessible resources, vulnerability, empathy, positive framing, and institutional support for wellness initiatives. Participants’ teaching practices emphasized adaptable lesson plans, cultivating independence and efficiency, and positive framing. With injured students, they described referring to medical professionals, encouraging physical activity, emphasizing posture and alignment, recommending instrument modifications and supports, making sure that reeds and instrument are functioning well, and incorporating rest into lesson and practice plans. Participants demonstrated a nuanced understanding of how best to approach musicians’ wellness topics with students (e.g. positive framing, vulnerability, empathy, emphasizing efficiency). Educational wellness initiatives could achieve greater efficacy through direct consultation and collaboration with teachers.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"49 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Achievements, difficulties, and goals of the Spanish Society for Music Education (SEM-EE): A phenomenological study 西班牙音乐教育协会（SEM-EE）的成就、困难与目标：现象学研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-02-07 DOI: 10.1177/02557614251318517

Ana Álamo Orellana, Marta Martínez-Rodríguez

{"title":"Achievements, difficulties, and goals of the Spanish Society for Music Education (SEM-EE): A phenomenological study","authors":"Ana Álamo Orellana, Marta Martínez-Rodríguez","doi":"10.1177/02557614251318517","DOIUrl":"https://doi.org/10.1177/02557614251318517","url":null,"abstract":"The Spanish Society for Music Education ( Sociedad para la Educación Musical del Estado Español, SEM-EE in its Spanish acronym), has been dedicated to music education for almost half a century. Even so, it is currently difficult to find studies on its activity or impact. The aim of this study is to learn about the achievements, difficulties, and goals for SEM-EE that have emerged along the way and will come in the future. This has been done through a qualitative phenomenological study, analyzing 18 interviews carried out with members of the boards of directors, and codified through Atlas.ti software program. The results show that some of the greatest achievements of this organization have been to carry out activities, facilitate the connection between professionals from different fields of music education, and the promotion of music research. The lack of support, both institutional and from the educational community, along with scarce economic resources were some of the most noted difficulties. Future goals point to promoting more dialog with the administration, and the improvement of technological resources. The implications of this work can be relevant for music teaching professionals interested in the advancement of music education based on bringing together different collectives.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"21 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143367367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

High school music teachers’ attitudes and practices regarding culturally responsive teaching in musical theatre production 高中音乐教师对音乐剧制作中文化响应教学的态度与实践

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-01-23 DOI: 10.1177/02557614241313392

Apinporn Chaiwanichsiri

{"title":"High school music teachers’ attitudes and practices regarding culturally responsive teaching in musical theatre production","authors":"Apinporn Chaiwanichsiri","doi":"10.1177/02557614241313392","DOIUrl":"https://doi.org/10.1177/02557614241313392","url":null,"abstract":"Cultural awareness is crucial in fostering inclusive and authentically representative musical theatre productions in today’s diverse educational landscape. I designed this study to examine U.S. music teachers’ attitudes, perspectives, and the integration of strategies related to culturally responsive teaching (CRT) into their high school musical theatre productions, including the challenges they encounter and their suggestions. Analysis of responses to the electronic survey ( N = 119) indicated a strong emphasis on integrating cultural awareness across various stages of musical production, aligning with Gay’s five essential elements for CRT implementation. Teachers prioritized selecting culturally valid musicals that were responsive to students’ skills and diverse backgrounds while fostering cultural appreciation. Despite challenges such as finding culture bearers and accessing some culturally diverse materials, they did curate culturally accurate and relevant materials to deepen students’ cultural understanding, guiding them in interpreting and performing musical songs using appropriate diverse vocal styles in a healthy manner. Establishing a safe space where students felt acknowledged and could freely discuss, share, lead, and collaborate was integral to these efforts. Ultimately, these practices aimed to cultivate students’ respect for their own and other cultures, promote diversity, inclusivity, and enhance the overall quality of the musical presentation.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"112 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Online curriculum marketplaces and music education: A critical analysis of music activities on TeachersPayTeachers.com 在线课程市场和音乐教育：对TeachersPayTeachers.com上音乐活动的批判性分析

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-01-04 DOI: 10.1177/02557614241307242

Emmett J O’Leary, Julie K Bannerman

{"title":"Online curriculum marketplaces and music education: A critical analysis of music activities on TeachersPayTeachers.com","authors":"Emmett J O’Leary, Julie K Bannerman","doi":"10.1177/02557614241307242","DOIUrl":"https://doi.org/10.1177/02557614241307242","url":null,"abstract":"TeachersPayTeachers.com is an online marketplace where sellers offer learning activities, lesson plans, decorations, and related materials for use in school classrooms. The marketplace includes thousands of music education materials that are used by teachers throughout the United States. The purpose of this study was to explore the content of what is sold, who is selling materials on the platform, and the quality of the music activities. Our analysis of the 500 most-rated music items indicates that sellers are primarily marketing activities, classroom materials, and decorations on the platform. Despite listings from 91 different sellers, a small number of active “teacherpreneurs” were responsible for most of the materials. Our analysis of the quality of the top 50 activities shows that materials are generally aesthetically pleasing and clear in purpose, yet may may not promote authentic pedagogical practices in music education. The scope of resources available combined with the level of adoption shows that this platform has the potential to elevate worksheets and notational activities to the same level as meaningful musical engagements. We discuss findings in relation to curriculum development, teacher agency, and the potential for TpT and similar platforms to impact how music educators curate curriculum resources for use in their classrooms.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"24 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The integration of musical contents in the classroom of the second cycle of early childhood education 幼儿教育第二阶段课堂音乐内容的整合

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-12-27 DOI: 10.1177/02557614241309641

Oliver Curbelo-González, Paula Hernández-Dionis, Cristina Martín Sanz, David Pérez-Jorge

{"title":"The integration of musical contents in the classroom of the second cycle of early childhood education","authors":"Oliver Curbelo-González, Paula Hernández-Dionis, Cristina Martín Sanz, David Pérez-Jorge","doi":"10.1177/02557614241309641","DOIUrl":"https://doi.org/10.1177/02557614241309641","url":null,"abstract":"Numerous studies have demonstrated the substantial advantages of integrating music education into the overall development of students, particularly in early childhood education. This integration allows for combining music education with various curriculum areas, utilizing its playful and motivating nature as a practical methodological tool for developing a wide range of skills. This study examines the implementation of music education in the second cycle of early childhood education in the Autonomous Community of the Canary Islands, analyzing practices in 82 educational centers. The findings reveal that specialized music teachers are responsible for teaching this content in almost half of the centers, with variations in the frequency of teaching specific specialized topics, with musical instruments being the most common. The study emphasizes the significance of incorporating musical activities involving voice and body in early childhood education, highlighting the importance of fostering auditory perception and using musical instruments to achieve a comprehensive and well-rounded integration in the curriculum.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"39 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142887351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching artists or live performers? Early careers after a Jazz Master’s graduation in French-speaking Switzerland 教授艺术家还是现场表演者？在瑞士法语区获得爵士硕士学位后的早期职业生涯

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-12-19 DOI: 10.1177/02557614241306769

Hélène Widmann, Marc Perrenoud, Angelika Güsewell, Marc Audétat

引用次数: 0

Creating affordances for families with young children: Experiences of music education in social work 为有幼儿的家庭创造负担能力：社会工作中的音乐教育经验

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-12-18 DOI: 10.1177/02557614241307240

Laura Huhtinen-Hildén, Sanna Kivijärvi, Minna Elomaa-Krapu, Anna-Maria Isola

{"title":"Creating affordances for families with young children: Experiences of music education in social work","authors":"Laura Huhtinen-Hildén, Sanna Kivijärvi, Minna Elomaa-Krapu, Anna-Maria Isola","doi":"10.1177/02557614241307240","DOIUrl":"https://doi.org/10.1177/02557614241307240","url":null,"abstract":"The current research examines the possibilities of music education in supporting the well-being of families living in demanding life situations. The context for the study is Family Sound Hammock, a 3-year research and development project that took place in the metropolitan area of Finland from 2020 to 2023. The project aimed at systematically supporting the well-being of families especially by strengthening their capacities for interaction in and through music education activities. This phenomenological-hermeneutic research focusses on the affordances emerging in family music activities, asking the following: What kinds of affordances can be recognised in and through music activities as part of family social work? The findings are presented in three categories: (1) Experiential environment of music education practice, (2) Social interaction and (3) Experiences of consistency that each highlight the potential of music education for redirecting agency, participation and inclusion of parents and children. The findings emphasise the professional facilitation of an inviting and safe musico-pedagogical environment applying pedagogical sensitivity.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"57 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142849026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of a practice checklist on performance achievement, practice time, focal practice areas, and practice strategies of collegiate non-music majors enrolled in a beginning “Danso,” Korean traditional wind instrument class 《练习清单》对大学非音乐专业学生参加“短箫”（韩国传统管乐器）初级课程的演奏成绩、练习时间、重点练习区域和练习策略的影响

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-12-18 DOI: 10.1177/02557614241307346

Su-Young Bae, Sumi Kwon, Jee-Ye Lee

{"title":"The effect of a practice checklist on performance achievement, practice time, focal practice areas, and practice strategies of collegiate non-music majors enrolled in a beginning “Danso,” Korean traditional wind instrument class","authors":"Su-Young Bae, Sumi Kwon, Jee-Ye Lee","doi":"10.1177/02557614241307346","DOIUrl":"https://doi.org/10.1177/02557614241307346","url":null,"abstract":"This study investigated the effects of a practice checklist on performance achievement, practice time, focal practice areas—the key musical elements students focused on during practice—and practice strategies among non-music major South Korean college students learning the Danso, a traditional Korean wind instrument. Ninety-six students participated, with 46 in the experimental group using a practice checklist and 50 in the control group without the checklist. All participants attended a 50-min weekly class for 7 weeks. At the end of the 7-week period, both groups were surveyed to measure their average weekly practice time and focal practice areas. Performance achievement was assessed through a test focusing on key musical elements, and practice strategies were evaluated using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ). The results revealed that using a practice checklist significantly improved performance in specific areas such as rhythm, tempo, and breathing but did not increase overall practice time. The checklist also helped students maintain a balanced focus on key musical elements, preventing an overemphasis on sound production. However, the checklist did not significantly promote the use of metacognitive strategies, indicating a need for additional instructional support.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"53 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142849538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0