Hostname: page-component-78c5997874-m6dg7 Total loading time: 0 Render date: 2024-11-11T00:10:32.725Z Has data issue: false hasContentIssue false
  • English
  • Français

A study of teacher formative influence upon and student experience of social–emotional learning climate in secondary school music settings

Published online by Cambridge University Press:  16 April 2013

Katie Carlisle
Katie Carlisle*
Affiliation:
Georgia State University School of Music, P.O. Box 4097, Atlanta, GA 30303, USAkcarlisle@gsu.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

Conceiving the construct ‘social-emotional learning climate’ as an embodiment of Illeris’ contemporary learning theory, this paper serves dual purposes. First, it examines recent music education literature, which identifies issues of competence and institutionalised pedagogic practice in secondary school music settings that result in adolescents’ inability to target and develop personal locus of control over learning, and the subsequent rejection of the learning environment. Second, it details findings, discussion and pedagogic implications from the author's dissertation study exploring music teacher formative influence upon and student experience of Illeris’ theory of learning process within three Canadian secondary school learning settings integrating informal learning practices.

Type
Research Article
Information
British Journal of Music Education , Volume 30 , Issue 2 , July 2013 , pp. 223 - 243
Copyright
Copyright © Cambridge University Press 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ALLSUP, R. E. (2008) Creating an educational framework for popular music in public schools: anticipating the second wave. Visions of Research in Music Education, 12, 1–12.Google Scholar
ALLSUP, R. E. & OLSON, N. J. (2012) New educational frameworks for popular music and informal learning: anticipating the second-wave. In Karlsen, S. & Väkevä, L. (Eds.), Future Prospects for Music Education: Corroborating Informal Learning Pedagogy (pp. 11–22). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.Google Scholar
ANDERSON, G. & WALBERG, H. (1974) Learning environments. In Walberg, H. (Ed.), Evaluating Educational Performance: A Sourcebook of Methods, Instruments, and Examples (pp. 100–136). Austin, TX: McCutchan.Google Scholar
ANDRESEN, L., BOUD, D. & COHEN, R. (1995) Experienced-based learning, In Foley, G. (Ed.), Understanding Adult Education and Training (pp. 207–219). Sydney: Allen & Unwin.Google Scholar
BRAY, D. (2000) An examination of GCSE music uptake rates. British Journal of Music Education, 17, 79–89.Google Scholar
CARLISLE, K. (2008) A study of social–emotional climate within secondary school music classroom settings. Dissertation Abstracts International 69 (6). UMI No 1561912401.Google Scholar
CRESWELL, J. W. (2003) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2nd edition. Thousand Oaks, CA: Sage.Google Scholar
CUTIETTA, R. (2000) David Elliott's philosophy of music education: good theory, bad timing or bad theory, good timing? Bulletin of the Council of Research in Music Education, 44, 21–27.Google Scholar
EDWARDS, N. (2006) Non-traditional music students: a new population of music student for the twenty-first century, Unpublished research paper, Illinois State University. Retrieved from http://www.musiccreativity.org/documents/tanglewood2tech_dbwilliams0.pdfGoogle Scholar
FINNEY, J. & PHILPOTT, C. (2010) Informal learning and meta-pedagogy in initial teacher education in England. British Journal of Music Education, 27, 7–19.Google Scholar
FOLKESTAD, G. (2006) Formal and informal learning situations or practices vs formal and informal ways of learning. British Journal of Music Education, 23, 135–145.Google Scholar
GARRICK, J. (1998) Informal Learning in the Workplace: Unmasking Human Resource Development. London: Routledge.Google Scholar
GEORGII-HEMMING, E. & WESTVALL, M. (2010) Music education – a personal matter? Examining the current discourses of music education in Sweden. British Journal of Music Education, 27, 21–33.Google Scholar
GLASER, B. G. (1992) Emergence vs. Forcing: Basics of Grounded Theory Analysis. Mill Valley, CA: Sociology Press.Google Scholar
GREEN, L. (2008) Music, Informal Learning, and School. Burlington, VT: Ashgate.Google Scholar
HAN, S. (2008) Competence: commodification of human ability. Asia Pacific Education Review, 9, 31–39. Retrieved from http://www.eric.ed.gov:80/PDFS/EJ811101.pdfGoogle Scholar
ILLERIS, K. (2003) Learning, identity, and self-orientation. Young: Nordic Journal of Youth Research, 11, 357–376. Retrieved from http://www.sagepub.com/holt/articles/Illeris.pdfGoogle Scholar
ILLERIS, K. (2004) The Three Dimensions of Learning, 2nd edition. Frederiksberg, Leicester: Roskilde University Press and Niace Publications.Google Scholar
KRATUS, J. (2007) Music education at the tipping point. Music Educators Journal, 93, 42–48.Google Scholar
LAMONT, A. M., HARGREAVES, D. J., MARSHALL, N. & TARRANT, M. (2003) Young people's music in and out of school. British Journal of Music Education, 20, 229–241.Google Scholar
LINDGREN, M. & ERICSSON, C. (2010) The rock band as discursive governance in music education in Swedish schools. Action, Criticism, and Theory for Music Education, 9 (3), 35–54. Retrieved from http://act.maydaygroup.org/articles/Lindgren9_3.pdfGoogle Scholar
LINES, D. (2009) Exploring the contexts of informal learning. Action, Criticism, and Theory for Music Education, 8 (2), 1–6. From http://act.maydaygroup.org/articles/Lines8_2.pdfGoogle Scholar
MANS, M. (2009) Informal learning and values. Action, Criticism, and Theory for Music Education, 8 (2), 79–93. From http://act.maydaygroup.org/articles/Mans8_2.pdfGoogle Scholar
MARSICK, V. J. & WATKINS, K. E. (1990) Informal and Incidental Learning in the Workplace. New York: Routledge.Google Scholar
MASTEN, A. S., COATSWORTH, J. D., NEEMAN, J., GEST, S. D., TELLEGEN, A. & GARMEZY, N. (1995) The structure and coherence of competence from childhood through adolescence. Child Development, 66, 1635–1659.Google Scholar
MCPHERSON, G. E. & O'NEILL, S. A. (2010) Students’ motivation to study music as compared to other school subjects: a comparison of eight countries. Research Studies in Music Education, 32, 101–137.Google Scholar
MOCKER, D.W. & SPEAR, G. E. (1982) Lifelong Learning: Formal, Nonformal, Informal, and Self-Directed. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education.Google Scholar
MOOS, R. H. (1979) Evaluating Educational Environments: Procedures, Measures, Findings, and Policy Implications. San Francisco, CA: Jossey-Bass.Google Scholar
NORTH, A. C., HARGREAVES, D. J. & O'NEILL, S. A. (2000) The importance of music for adolescents. British Journal of Educational Psychology, 70, 255–272.Google Scholar
QCA (2002) GCSE Examination Results, 1992–2001. London: Qualifications and Curriculum Authority. From http://www.qca.org.uk/rs/statistics/gcseresults.aspGoogle Scholar
QUEEN'S PRINTER (1956) The Official Handbook of Present Conditions and Recent Progress: Canada Yearbook Section Information Services Division Dominion Bureau Statistics. Canada: Queen's Printer.Google Scholar
QUEEN'S PRINTER (2010) [Province] Curriculum for Grades 11 and 12: The Arts. [Province]: Queen's Printer.Google Scholar
RODRIGUEZ, C. X. (2009) Informal learning in music: emerging roles of teachers and students. Action, Criticism, and Theory for Music Education, 8 (2), 35–45. From http://act.maydaygroup.org/articles/Rodriguez8_2.pdfGoogle Scholar
VÄKEVÄ, L. (2010) Garage Band or GarageBand? Remixing musical futures. British Journal of Music Education, 27, 59–70.Google Scholar
WILLIAMS, D. (2011) The elephant in the room. Music Educators Journal, 98, 51–57.Google Scholar
WHITE, R. W. (1959) Motivation reconsidered: the concept of competence. Psychological Review, 66, 297–333.Google Scholar
WITHALL, J. (1949) The development of a technique for the measurement of social–emotional climate in classrooms. Journal of Experimental Education, 17, 347–361.Google Scholar
WRIGHT, R. (2002) Music for all? An investigation of GCSE music. British Journal of Music Education, 19, 227–241.Google Scholar