Four ways neuroscience can inform educational practice Neuroscience has the potential for improving educational practice. However, there are still major[…]
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Classroom and instrumental motivation research in Music Education
Four ways neuroscience can inform educational practice Neuroscience has the potential for improving educational practice. However, there are still major[…]
Read moreHow do teachers stay motivated? Even wondered how a teacher stays motivated or how you motivate yourself to continue teaching?[…]
Read moreStructured versus unstructured music practice strategies. Barry (1992) investigated the effects on structured versus unstructured music practice strategies for brass and[…]
Read moreMastery Goals in Music Hruska (2011) advocates for the use of mastery goals to increase music student motivation. He explains[…]
Read moreReward typologies I have written previously why rewarding students in music lessons may not foster true intrinsic motivation. Rewards are complex[…]
Read moreUsing extrinsic rewards in the music studio Studio teachers may employ a variety of techniques to motivate students. These may[…]
Read moreAutonomy support My writing on this blog revolves mostly around student motivation. More precisely the events or behaviours that can[…]
Read moreMusic teacher assumptions and beliefs about student motivation Teachers come to teaching with assumptions and beliefs about student motivation[…]
Read moreAn article by Nielsen (2009) has caught my attention because it discusses how music teachers in the classroom connect with music education research. More appropriately, the article points to the issue that little music education research is relayed to music classroom teachers and vice versa.
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