By Patrice Madura Ward-Steinman
This festschrift honors the occupation of Charles P. Schmidt at the celebration of his retirement from the Indiana college Jacobs college of track. His major examine concentration has been the social-psychology of tune schooling, together with the subtopics of motivation in tune studying, utilized tune instructing behaviors, and character and cognitive types in track educating and studying. each one bankruptcy during this quantity acknowledges the effect of Schmidt as a researcher, a examine reviewer, and a study mentor, and contributes to the development of the social-psychological version and to investigate criteria in tune schooling. those issues are constructed via a beautiful solid of tune schooling students, together with Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia plants, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa may well, Peter Miksza, Rudolf Rudocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are provided in 3 sections: Social-Psychological Advances in song schooling, Social Environments for tune schooling, and Advancing powerful examine in tune schooling. This assortment, edited via Patrice Madura Ward-Steinman, will turn out important for college students and college looking for vital examine questions and types of analysis excellence.
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Extra resources for Advances in Social-Psychology and Music Education Research
Such findings may be related to the fact that field-dependent students are more sensitive to feedback received from teachers, and place greater emphasis on extrinsic evaluations. Dr Schmidt’s seminal work on the role of cognitive style in music learning inspired a number of his students to make contributions to this literature. Osborne (1988) investigated achievement in harmonic dictation as a function of cognitive style and instructional method among undergraduate students enrolled in freshman-level music theory.
In an effort to understand how the personality characteristics of applied instructors might affect their teaching, Schmidt (1989) employed the MyersBriggs Type Indicator (MBTI) to examine 43 applied studio instructors at a large Midwestern state university. , voice, woodwinds, and keyboard). The MBTI produced scores on four subscales: extraversion-introversion, sensing-intuition, thinking-feeling, and judgment-perception (p. 260). Schmidt’s results showed that several of these personality dimensions of applied instructors, specifically, extraversion-introversion and sensing-intuition, and the interaction of extraversion-introversion with judgment-perception, were predictive of the teaching behaviors of the studio instructors (p.
Niedenthal & Kitayama, 1994). Chiu et al. outline three levels each for mental processes and personality processes. , processes that are brought to bear on problem-solving tasks in academic contexts). Adaptive behavior is defined as the extent to which the cognitive system makes full use of available information, functions to achieve goals, and meets the demands of a rapidly changing environment. , self-concept, self-efficacy, attributions of success/failure, standards, and values); and (3) Complex Patterns of Adaptive Behavior (in social contexts).
Advances in Social-Psychology and Music Education Research by Patrice Madura Ward-Steinman