An investigation into effective string teaching in a variety of learning contexts: A single case study

British Journal of Music Education

Volumn 24, Issue 2, 2007, Pages 191-205

  Cheng, Evangeline Kai Wen ^a   Durrant, Colin ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77958109689     PISSN: 02650517     EISSN: 14692104     Source Type: Journal    
DOI: 10.1017/S0265051707007413     Document Type: Article

References (35)

1. Abeles, H., Goffi, J. & Levasseur, S. (1992) ‘The components of effective applied instruction’, The Quarterly Journal of Music Teaching and Learning, 3, 2, 17–23.
2. Aigen, K. (1995) ‘Principles of qualitative research’, in B. Wheeler (Ed), Music Therapy Research: Quantitative and Qualitative Perspectives. Phoenixville: Barcelona Publishers.
3. Atlas, G., Taggart, T. & Goodell, D. (2004) ‘The effects of sensitivity to criticism on motivation and performance in music students’, British Journal of Music Education, 21, 1, 81–7.
4. Barry, N. H. (1992) ‘The effects of practice strategies, individual differences in cognitive style, and gender upon technical accuracy and musicality of student instrumental performance’, Psychology of Music, 20, 2, 112–23.
5. Bisesi, T. & Raphael, T. (1995) ‘Combining single-subject experimental designs with qualitative research’, in S. Nauman & S. McCormick (Eds), Single-Subject Experimental Research: Applications for Literacy. Delaware: International Reading Association.
6. Creech, A. & Hallam, S. (2003) ‘Parent–teacher–pupil interactions in instrumental music tuition: a literature review’, British Journal of Music Education, 20, 1, 29–44.
7. Delamont, S. (1992) Fieldwork in Educational Settings – Methods, Pitfalls and Perspectives. London: The Falmer Press.
8. Duke, R. & Madsen, C. (1991) ‘Proactive versus reactive teaching: focusing observation on specific aspects of instruction’, Bulletin of the Council for Research in Music Education, 108, 1–14.
9. Durrant, C. (2003) Choral Conducting: Philosophy and Practice. New York: Routledge.
10. Gorman, D. (1999) Working with a Violinist: An Account of a Lesson. http://www.learningmethods.com/violin.htm
11. Grant, J. & Drafall, L. (1991) ‘Teacher effectiveness research: a review and comparison’, Bulletin of the Council for Research in Music Education, 108, 31–48.
12. Hallam, S. (1998) Instrumental Teaching – A Practical Guide to Better Teaching and Learning. Oxford: Heinemann Educational Publishers.
13. Hamann, D., Lineburgh, N. & Paul, S. (1998) ‘Teaching effectiveness and social skill development’, Journal of Research in Music Education, 46, 1, 87–101.
14. Hamel, J., Dufour, S. & Fortin, D. (1993) Case Study Methods. Newbury Park, CA: Sage Publications.
15. Howard, G. (1996) ‘Kodály strategies for instrumental teachers’, Music Educators’ Journal, March, 27–33.
16. Jorgensen, H. (2001) ‘Instrumental learning: is an early start a key to success?’, British Journal of Music Education, 18, 3, 227–39.
17. Kratochwill, T. (1992) ‘Single-case research design and analysis: an overview’, in T. Kratochwill & J. Levin (Eds), Single-Case Research Design and Analysis – New Directions for Psychology and Education. New Jersey, Lawrence Erlbaum Associates.
18. Mackworth-Young, L. (1990) ‘Pupil-centred learning in piano lessons: an evaluated action-research programme focusing on the psychology of the individual’, Psychology of Music, 18, 73–86.
19. Mawer, D. (1999) ‘Bridging the divide: embedding voice-leading analysis in string pedagogy and performance’, British Journal of Music Education, 16, 179–95.
20. Mills, J. & Smith, J. (2003) ‘Teachers’ beliefs about effective instrumental teaching in schools and higher education’, British Journal of Music Education, 21, 5–27.
21. McPherson, G. & McCormick, J. (2000) ‘The contribution of motivational factors to instrumental performance in a music examination’, Research Studies in Music Education, 15, 31–9.
22. Nelson, S. (1985) ‘The Tower Hamlets Project’, British Journal of Music Education, 2, 69–93.
23. Neuman, W. L. (2003) Social Research Methods: Qualitative and Quantitative Approaches. Boston: Allyn & Bacon.
24. Nielsen, S. (1999) ‘Learning strategies in instrumental music practice’, British Journal of Music Education, 16, 275–91.
25. O’Neill, S. & Sloboda, J. (1997) ‘The effects of failure on children’s ability to perform a musical test’, Psychology of Music, 25, 18–24.
26. Pitts, S., Davidson, J. & McPherson, G. (2000) ‘Developing effective practise strategies: case studies of three young instrumentalists’, Music Education Research, 2, 1, 45–57.
27. Reid, A. (2001) ‘Variation in the ways that instrumental and vocal students experience learning music’, Music Education Research, 3, 1, 25–40.
28. Rife, N., Shnek, Z., Lauby, J. & Lapidus, L. (2001) ‘Children’s satisfaction with private music lessons’, Journal of Research in Music Education, 49, 1, 21–32.
29. Rostvall, A. & West, T. (2003) ‘Analysis of interaction and learning in instrumental teaching’, Music Education Research, 5, 3, 213–26.
30. Schmidt, M. (1998) ‘Defining ‘good’ music teaching: four student teachers’ beliefs and practices’, Bulletin of the Council for Research in Music Education, 138, 19–46.
31. Thompson, K. (1984) ‘An analysis of group instrumental teaching’, British Journal of Music Education, 1, 2, 153–71.
32. Thurman, L. & Welch, G. (Eds) (2000) Bodymind and Voice: Foundations of Voice Education. Minneapolis, MN: The VoiceCare Network.
33. Travers, M. (2001) Qualitative Research Through Case Studies. London: SAGE Publications.
34. Tschannen-Moran, M., Hoy, A. & Hoy, W. (1998) ‘Teacher efficacy: its meaning and measure’, Review of Educational Research, 68, 2, 202–48.
35. Yarbrough, C. & Price, H. (1989) ‘Sequential patterns of instruction in music’, Journal of Research in Music Education, 37, 3, 179–87.