Clarissa Foletto
Biographic Data
| ID | 9585808 |
|---|---|
| NAME | Clarissa Foletto |
| GIVEN NAMES | Clarissa |
| FAMILY NAME | Foletto |
| SIGNATURE | FOLETTO C |
| AFFILIATIONS | University of Aveiro |
| ORCID | 0000-0003-4301-4114 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Building reflective practice
This article describes the results of an exploratory action research project that sought to implement an intervention proposal entitled Promoting Self-regulated Musical Learning in Online Lessons (PSRL). This PSRL was developed in accordance with self-regulated learning theory and the corresponding premise that self-regulation can be activated directly through teacher instructions and indirectly by enriching the learning environment with pedagogi…
Introducing a Sound-based Music Education in early childhood
In recent years, and within the scope of moving towards more inclusive and democratic classrooms, some scholars have proposed developing approaches to Music Education that depart from sound and sounding phenomena as larger categories that might incorporate the diverse trajectories and life experiences of children. In accordance with this initial position, this article correspondingly examines just what sonic and musical tools might more easily af…
Investigating if and how string teachers instruct and support the self-regulation of students’ practice in online lessons
Existing literature indicates that music teachers and educators working online need to encourage students to adopt self-regulating behaviors to succeed in their learning and performance. This study examines if and how string teachers promote selected self-regulated learning (SRL) processes in online lessons; specifically, how they teach and support motivation, self-efficacy, and task strategies for the self-regulation of students’ practice. Five …
Pedagogical approaches to promote self-regulation in musical instrument learning
This scoping review addresses empirical work on pedagogical approaches to promoting self-regulated learning (SRL) in musical instrument learning. This work sought to investigate (1) the types of approaches that were considered by studies to be SRL promoters, (2) how they were applied, and (3) the effects of each type of approach on student learning and performance. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses f…
Self-regulation in online string instrument lessons
This article investigates selected processes of self-regulated learning (SRL) in online string instrument lessons. We explore: (i) the factors that motivate teachers and students to commence and maintain online teaching and learning, (ii) the synchronous and asynchronous social interactions that occur between teachers, students and peers and (iii) the structuring of the online/physical learning environment. The participants were five internationa…
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Introducing a Sound-based Music Education in early childhood
In recent years, and within the scope of moving towards more inclusive and democratic classrooms, some scholars have proposed developing approaches to Music Education that depart from sound and sounding phenomena as larger categories that might incorporate the diverse trajectories and life experiences of children. In accordance with this initial position, this article correspondingly examines just what sonic and musical tools might more easily af…
Investigating if and how string teachers instruct and support the self-regulation of students’ practice in online lessons
Existing literature indicates that music teachers and educators working online need to encourage students to adopt self-regulating behaviors to succeed in their learning and performance. This study examines if and how string teachers promote selected self-regulated learning (SRL) processes in online lessons; specifically, how they teach and support motivation, self-efficacy, and task strategies for the self-regulation of students’ practice. Five …
Pedagogical approaches to promote self-regulation in musical instrument learning
This scoping review addresses empirical work on pedagogical approaches to promoting self-regulated learning (SRL) in musical instrument learning. This work sought to investigate (1) the types of approaches that were considered by studies to be SRL promoters, (2) how they were applied, and (3) the effects of each type of approach on student learning and performance. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses f…
Self-regulation in online string instrument lessons
This article investigates selected processes of self-regulated learning (SRL) in online string instrument lessons. We explore: (i) the factors that motivate teachers and students to commence and maintain online teaching and learning, (ii) the synchronous and asynchronous social interactions that occur between teachers, students and peers and (iii) the structuring of the online/physical learning environment. The participants were five internationa…
Building reflective practice
This article describes the results of an exploratory action research project that sought to implement an intervention proposal entitled Promoting Self-regulated Musical Learning in Online Lessons (PSRL). This PSRL was developed in accordance with self-regulated learning theory and the corresponding premise that self-regulation can be activated directly through teacher instructions and indirectly by enriching the learning environment with pedagogi…
Diverse Music Education Insights (5 works) · Neuroscience and Music Perception (4 works) · Psychology (4 works) · Innovative Teaching and Learning Methods (3 works) · Music education (3 works) · Musical (3 works) · Pedagogy (3 works) · Art (2 works) · Developmental psychology (2 works) · Mathematics education (2 works)