Eveliina Stolp
Biographic Data
| ID | 9585742 |
|---|---|
| NAME | Eveliina Stolp |
| GIVEN NAMES | Eveliina |
| FAMILY NAME | Stolp |
| SIGNATURE | STOLP E |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-3086-6051 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
A dialogic exploration of pedagogical orchestration and entrained participation
This study explores how the chronotope, a particular time–space, of a collective in-time experience through music takes shape through the individual and interconnected actions and responses of a teacher and students in joint music-making. The dataset consists of video recordings of a joint music-making lesson (45 min) and the interviews of the teacher and 23 sixth grade students. This study provides insights into the multimodal nature of music as…
Students’ experiences of their agency in whole-class playing
The agency of primary school students has been studied increasingly in recent years; yet, we know relatively little about student agency in music educational settings or how students experience their participation in joint musical action. This study explores sixth-grade students’ experiences of their agency in whole-class playing. Qualitative content analysis of 11 pair interviews identified vulnerability as an essential element of participating …
Teacher beliefs about student agency in whole-class playing
This study explores music teachers’ beliefs of student agency in whole-class playing and investigates what characterises student agency through teachers’ values, actions and observations within this unique multimodal and -dimensional learning environment. Our abductive analysis of 11 interviews reveals that the role of teacher support is significant in enacting students’ agency. This study provides insights into student agency through the eyes an…
No prominent works on this page.
Teacher beliefs about student agency in whole-class playing
This study explores music teachers’ beliefs of student agency in whole-class playing and investigates what characterises student agency through teachers’ values, actions and observations within this unique multimodal and -dimensional learning environment. Our abductive analysis of 11 interviews reveals that the role of teacher support is significant in enacting students’ agency. This study provides insights into student agency through the eyes an…
Students’ experiences of their agency in whole-class playing
The agency of primary school students has been studied increasingly in recent years; yet, we know relatively little about student agency in music educational settings or how students experience their participation in joint musical action. This study explores sixth-grade students’ experiences of their agency in whole-class playing. Qualitative content analysis of 11 pair interviews identified vulnerability as an essential element of participating …
A dialogic exploration of pedagogical orchestration and entrained participation
This study explores how the chronotope, a particular time–space, of a collective in-time experience through music takes shape through the individual and interconnected actions and responses of a teacher and students in joint music-making. The dataset consists of video recordings of a joint music-making lesson (45 min) and the interviews of the teacher and 23 sixth grade students. This study provides insights into the multimodal nature of music as…
Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Diverse Music Education Insights (2 works) · Teacher Education and Leadership Studies (2 works) · Art (1 works) · Computer Science (1 works) · Dialogic (1 works) · Educational and Psychological Assessments (1 works) · Educational Environments and Student Outcomes (1 works)