By Patrice Madura Ward-Steinman
This festschrift honors the profession of Charles P. Schmidt at the social gathering of his retirement from the Indiana college Jacobs tuition of track. His major learn concentration has been the social-psychology of track schooling, together with the subtopics of motivation in track studying, utilized track educating behaviors, and character and cognitive types in track instructing and studying. every one bankruptcy during this quantity acknowledges the impact of Schmidt as a researcher, a study reviewer, and a learn mentor, and contributes to the development of the social-psychological version and to analyze criteria in tune schooling. those issues are built by way of a gorgeous forged of tune schooling students, together with Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia flora, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa could, Peter Miksza, Rudolf Rudocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are awarded in 3 sections: Social-Psychological Advances in song schooling, Social Environments for track schooling, and Advancing powerful study in song schooling. This assortment, edited by way of Patrice Madura Ward-Steinman, will end up useful for college kids and college looking for vital learn questions and types of study excellence.
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Extra info for Advances in Social-Psychology and Music Education Research
The second idea is the application of narrative descriptions of behavior that explain what teachers do during these brief episodes to elicit changes in the thinking, behavior, and attitudes of their students (Duke & Buckner, 2009; Duke & Simmons, 2006). Rather than record the parameters of specific variables associated with teaching and learning, this approach instead uses narrative descriptions of teaching episodes that illustrate the relationships between teacher behavior and the changes that come about in student performance.
His studies of teacher personality and undergraduate music education students’ motivation dispositions and career aspirations are indicative of such connections. For example, understanding what drives undergraduate students to choose music education as a career path and persist in that pursuit is important for all concerned with music teacher education. However, and perhaps more important than any single study, Dr Schmidt has been able to model the pursuit of a research agenda over time. This is an aspect of scholarly life that is difficult to teach to graduate students in a classroom setting but is essential to any researcher’s career.
Such research relates directly to problems of music learning by addressing issues regarding how students learn, how teachers teach, and how students and teachers interact (Schmidt, 1983a). Results of investigations conducted by Dr Schmidt, individually and in conjunction with colleagues, have shown that cognitive style differences predict achievement in certain musical skills (Schmidt, 1983b; Schmidt & Sinor, 1986) and play a role in determining how students respond to particular instructional treatments (Schmidt & Lewis, 1987).