Jennifer Blackwell
Datos Biográficos
| ID | 5872640 |
|---|---|
| NOMBRE | Jennifer Blackwell |
| NOMBRES | Jennifer |
| APELLIDO | Blackwell |
| FIRMA | BLACKWELL J |
| AFILIACIONES | University of Hawaiʻi at Mānoa |
| ORCID | 0000-0001-8574-5703 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 2 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Teacher Use and Perceptions of Feedback on Student Creativity Tasks
The purpose of this mixed methods study was to examine the use and perceived value of feedback on students’ creativity among preservice ( n = 164) and in-service ( n = 246) teachers. As an explanatory sequential mixed methods design, the first phase of the study included a quantitative questionnaire that sought to examine music educators’ ( N = 410) attitudes, beliefs, values, and utility of feedback on creative tasks. The second phase of the stu…
Motivation, student–teacher rapport, and praise-seeking and rejection-avoidance beliefs of university-level music students
One-to-one studio music lessons provide the potential to develop strong teacher–student rapport. However, these relationships can also inhibit progress if students are more motivated to seek their teacher’s approval than pursuing musical goals. The purpose of this survey study was to explore relationships between music students’ motivations to pursue degrees in music, perceived rapport with their studio teachers, and praise-seeking and rejection-…
It’s Not What, It’s How
The purpose of this study was to investigate perceptions of rapport and the teaching behaviors of preservice teachers in a beginning band setting. We analyzed videos of preservice teacher lessons from an instrumental ensemble field placement for selected teaching behaviors. We completed a narrative contextual summary for each lesson, and both preservice teachers and students completed a measure of instructor-student rapport. While we found no con…
Developing feedback skills in preservice music teachers
Feedback is an important component of learning, and is an essential skill to develop in teacher education. However, research on feedback in music teaching and learning has not yet explored the process of learning to give feedback in music teaching settings. Therefore, the purpose of this study was to explore the experiences of preservice music teachers learning to give feedback in instrumental music contexts. Participants ( N = 11) were enrolled …
Teacher Feedback in Collegiate Instrumental Music Lessons
Teacher feedback is an integral component of helping students understand their current level of achievement and what they can do to improve their performance. This study built on literature in educational psychology by adopting a framework developed by Hattie and Timperley to explore how different types of feedback are used in studio instrumental lessons. For this study, we investigated the use of feedback of highly experienced collegiate instrum…
Relationships Between Well-Being and Teaching Adaptability Among Music Teacher Educators
The purpose of this survey study was to explore the relationships between well-being and adaptability among music teacher educators in the United States during the 2020–2021 academic year. We used an online questionnaire to collect data related to demographics, well-being, adaptability, and academic year events. The 85 participants reported relatively high levels of psychological well-being and adaptability. Specific adaptability attributes (e.g.…
A PRISMA review of research on feedback in music education and music psychology
The purpose of this study was to conduct a systematic review of research literature about feedback in music. We employed the Preferred Reporting Systems for Systematic Reviews and Meta-Analyses (PRISMA) method to systematically review literature about feedback in music education and music psychology from the first identified article in 1973 to November 2021. We identified a total of 4,499 records using our inclusion criteria, of which a total of …
Preservice Music Teachers Perceptions of Teaching and Learning Popular Music
The purpose of this instrumental case study was to investigate the perceptions of preservice music teachers learning popular music and facilitating popular music learning experiences with elementary students in an after-school music program. Preservice music teachers enrolled in a popular music pedagogy course learned techniques for teaching and performing popular music, and facilitated an elective after-school ‘ukulele program where they worked …
“Mistakes are just information”
This study examined the instructional context, pedagogical techniques, interpersonal dynamics, and personal characteristics of a teacher and her collegiate students in a renowned private violin studio. Through lesson observations, interviews, and analysis of artifacts, the following themes emerged: (1) a nurturing, non-judgmental environment, characterized by “neutral” teacher feedback; (2) clearly defined learning expectations, lesson structure,…
Differentiating between teaching experience and expertise in the music studio
The purpose of this study was to develop a measure to investigate studio teacher’s observational skill as a function of the observer’s ability to identify effective pedagogical practices. A secondary purpose was to see if observational skill varied as a function of scores on a measure of empathy. Participants ( N = 60) were saxophonists who observed and wrote about the strengths and weaknesses of two 1-minute videos of private saxophone lessons a…
Expertise in applied studio teaching
One-to-one lessons are ubiquitous in music education, and thus understanding the components of effective teaching in this environment is essential for student learning. This study explored whether the teaching elements identified in previous studies were evident with applied music teachers working with both college and pre-college students, and if those elements differed as a function of the level of the students. In addition, these teachers were…
Self-Regulated Music Practice
The purpose of this study was to explore a microanalysis technique for measuring instrumentalists’ self-regulation tendencies during music practice. A secondary purpose was to investigate whether an intervention informed by the features of the microanalysis technique would increase the students’ self-regulated learning tendencies. Three undergraduate instrumental music education majors volunteered to participate in this study. This study was desi…
Music Program Alumni’s Perceptions of Professional Skills, Abilities, and Job Satisfaction
The purpose of this study is to compare music studio teachers’ ( n = 622) and K–12 music teachers’ ( n = 976) perceptions of the extent to which their postsecondary education helped them develop selected professional skills and abilities, perceptions of how important those same selected skills and abilities are for teaching, and job satisfaction. Data are from the 2011, 2012, and 2013 administrations of the Strategic National Arts Alumni Project …
Teacher Feedback in Collegiate Instrumental Music Lessons
Teacher feedback is an integral component of helping students understand their current level of achievement and what they can do to improve their performance. This study built on literature in educational psychology by adopting a framework developed by Hattie and Timperley to explore how different types of feedback are used in studio instrumental lessons. For this study, we investigated the use of feedback of highly experienced collegiate instrum…
Self-Regulated Music Practice
The purpose of this study was to explore a microanalysis technique for measuring instrumentalists’ self-regulation tendencies during music practice. A secondary purpose was to investigate whether an intervention informed by the features of the microanalysis technique would increase the students’ self-regulated learning tendencies. Three undergraduate instrumental music education majors volunteered to participate in this study. This study was desi…
Self-Regulated Music Practice
The purpose of this study was to explore a microanalysis technique for measuring instrumentalists’ self-regulation tendencies during music practice. A secondary purpose was to investigate whether an intervention informed by the features of the microanalysis technique would increase the students’ self-regulated learning tendencies. Three undergraduate instrumental music education majors volunteered to participate in this study. This study was desi…
Music Program Alumni’s Perceptions of Professional Skills, Abilities, and Job Satisfaction
The purpose of this study is to compare music studio teachers’ ( n = 622) and K–12 music teachers’ ( n = 976) perceptions of the extent to which their postsecondary education helped them develop selected professional skills and abilities, perceptions of how important those same selected skills and abilities are for teaching, and job satisfaction. Data are from the 2011, 2012, and 2013 administrations of the Strategic National Arts Alumni Project …
Expertise in applied studio teaching
One-to-one lessons are ubiquitous in music education, and thus understanding the components of effective teaching in this environment is essential for student learning. This study explored whether the teaching elements identified in previous studies were evident with applied music teachers working with both college and pre-college students, and if those elements differed as a function of the level of the students. In addition, these teachers were…
Differentiating between teaching experience and expertise in the music studio
The purpose of this study was to develop a measure to investigate studio teacher’s observational skill as a function of the observer’s ability to identify effective pedagogical practices. A secondary purpose was to see if observational skill varied as a function of scores on a measure of empathy. Participants ( N = 60) were saxophonists who observed and wrote about the strengths and weaknesses of two 1-minute videos of private saxophone lessons a…
Preservice Music Teachers Perceptions of Teaching and Learning Popular Music
The purpose of this instrumental case study was to investigate the perceptions of preservice music teachers learning popular music and facilitating popular music learning experiences with elementary students in an after-school music program. Preservice music teachers enrolled in a popular music pedagogy course learned techniques for teaching and performing popular music, and facilitated an elective after-school ‘ukulele program where they worked …
“Mistakes are just information”
This study examined the instructional context, pedagogical techniques, interpersonal dynamics, and personal characteristics of a teacher and her collegiate students in a renowned private violin studio. Through lesson observations, interviews, and analysis of artifacts, the following themes emerged: (1) a nurturing, non-judgmental environment, characterized by “neutral” teacher feedback; (2) clearly defined learning expectations, lesson structure,…
Relationships Between Well-Being and Teaching Adaptability Among Music Teacher Educators
The purpose of this survey study was to explore the relationships between well-being and adaptability among music teacher educators in the United States during the 2020–2021 academic year. We used an online questionnaire to collect data related to demographics, well-being, adaptability, and academic year events. The 85 participants reported relatively high levels of psychological well-being and adaptability. Specific adaptability attributes (e.g.…
A PRISMA review of research on feedback in music education and music psychology
The purpose of this study was to conduct a systematic review of research literature about feedback in music. We employed the Preferred Reporting Systems for Systematic Reviews and Meta-Analyses (PRISMA) method to systematically review literature about feedback in music education and music psychology from the first identified article in 1973 to November 2021. We identified a total of 4,499 records using our inclusion criteria, of which a total of …
Developing feedback skills in preservice music teachers
Feedback is an important component of learning, and is an essential skill to develop in teacher education. However, research on feedback in music teaching and learning has not yet explored the process of learning to give feedback in music teaching settings. Therefore, the purpose of this study was to explore the experiences of preservice music teachers learning to give feedback in instrumental music contexts. Participants ( N = 11) were enrolled …
Teacher Feedback in Collegiate Instrumental Music Lessons
Teacher feedback is an integral component of helping students understand their current level of achievement and what they can do to improve their performance. This study built on literature in educational psychology by adopting a framework developed by Hattie and Timperley to explore how different types of feedback are used in studio instrumental lessons. For this study, we investigated the use of feedback of highly experienced collegiate instrum…
Motivation, student–teacher rapport, and praise-seeking and rejection-avoidance beliefs of university-level music students
One-to-one studio music lessons provide the potential to develop strong teacher–student rapport. However, these relationships can also inhibit progress if students are more motivated to seek their teacher’s approval than pursuing musical goals. The purpose of this survey study was to explore relationships between music students’ motivations to pursue degrees in music, perceived rapport with their studio teachers, and praise-seeking and rejection-…
It’s Not What, It’s How
The purpose of this study was to investigate perceptions of rapport and the teaching behaviors of preservice teachers in a beginning band setting. We analyzed videos of preservice teacher lessons from an instrumental ensemble field placement for selected teaching behaviors. We completed a narrative contextual summary for each lesson, and both preservice teachers and students completed a measure of instructor-student rapport. While we found no con…
Teacher Use and Perceptions of Feedback on Student Creativity Tasks
The purpose of this mixed methods study was to examine the use and perceived value of feedback on students’ creativity among preservice ( n = 164) and in-service ( n = 246) teachers. As an explanatory sequential mixed methods design, the first phase of the study included a quantitative questionnaire that sought to examine music educators’ ( N = 410) attitudes, beliefs, values, and utility of feedback on creative tasks. The second phase of the stu…
Diverse Music Education Insights (13 obras) · Psychology (11 obras) · Neuroscience and Music Perception (9 obras) · Music education (8 obras) · Pedagogy (8 obras) · Mathematics education (7 obras) · Computer Science (6 obras) · Perception (5 obras) · Social Psychology (5 obras) · Studio (5 obras)