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The literature concerning pre-service training in music education for generalist primary or elementary school teachers reveals a long-standing problem for teacher educators: low or poor self-efficacy concerning the teaching of classroom music. Concurrently, a critical examination of training programmes has less often featured, with only limited discussion of digital approaches to classroom music-making constituting the focus of empirical research. Through a focused case study in one Australian university, 136 pre-service teachers participated in a face-to-face module of interactive music education which culminated in a peer-directed collaborative digital music-making project. Pre- and post-surveys were implemented with shifts in pre-service teachers' self-efficacy measured according to Bandura's self-efficacy scales. Legitimation Code Theory from the sociology of education then served as an overarching theoretical lens through which to appraise the findings. Despite an enduring self-concept as 'non-musicians', the results highlight positive shifts in self-efficacy through the utilisation of peer-directed digital music-making tasks, with implications for teacher training programmes more broadly situated.

Despite the significant growth of online education worldwide, the online educational experiences of students living with disabilites (SWDs) have been largely overlooked. This research presents an analysis of themes that emerged from in-depth interviews related to the authentic experiences of SWDs. Derived from the experience territory matrix three types of educational experiences that students encounter in their online journey (enchantment, re-enchantment, and disenchantment) were contextualised using the psycho-emotional model of disability. The study identified varying degrees of both enabling and disabling factors (i.e., perceived student-customer orientation, respect, experience quality, structural barriers, and internalised oppression). These factors contribute to the education experiences of SWDs that go beyond the curriculum with implications for institutional guidelines and the design of specific interventions targeting the needs of SWDs. Findings revealed how educational experiences can be improved for SWDs when addressing structural barriers, social interactions, internalised oppressions, and by enhancing student-customer orientation dimensions, and respect. [ABSTRACT FROM AUTHOR]

The first 1000 days (conception to 2 years postnatal) are crucial for parent and infant health. Visual art-based interventions are used to promote positive parental mental health, but currently, there are no comprehensive insights into how these interventions can support new parents during this critical perinatal period. To synthesise research on visual art-based interventions designed to promote parents' mental well-being during the first 1000 days to understand if and how these interventions made a difference and to identify any barriers or facilitators to parents' engagement. A keyword search of five databases (CINAHL, Embase, Medline, PsychInfo and Scopus), searches via Google Scholar and backward and forward chaining were undertaken. Quality appraisal was conducted using design appropriate tools, and a narrative thematic approach was used. 4417 hits were identified, and 10 studies met eligibility criteria and were included. Interventions were classified as art therapy (n = 8) or creative arts (n = 2), and overall, a lack of robust evidence was highlighted. Six themes were constructed that describe the psychosocial impacts and experiences of the interventions and relational and contextual factors that influenced parents' engagement. While both types of interventions had benefits, art therapy had the most profound impacts. Challenges regarding sustainability of impacts and facilitator skills were noted for creative arts, rather than art therapy interventions. While art therapy interventions promote positive parental mental health and well-being, high-quality evidence is needed. More robust evaluation designs to identify mechanisms of effectiveness in art therapy interventions are needed. In this study, we aimed to combine and summarise all available published research on visual art-based interventions (such as art therapy and creative arts) that had been designed to improve parents' mental health and well-being during pregnancy or up to two years after birth. We wanted to find out if and how these interventions made a difference to parents, and what helped or did not help parents to take part. We found 10 relevant studies that involved different art-based interventions – eight were art therapy interventions delivered by a trained art therapist and two interventions were creative arts interventions delivered by other professionals (e.g. specialist health visitor, arts officer). Most studies (80%) were undertaken in high-income countries, used different study designs, and often only included a small number of participants. Overall, there were benefits of both types of interventions for parents, but the most lasting and significant impacts were for art therapy. Parents in arts therapy studies felt the intervention had helped to increase awareness of their mental health issues, improved their confidence and self-esteem, helped them to build positive parent-baby connections and encouraged them to seek out further help. Group-based art therapy also helped parents to form connections and friendships and to reduce social isolation and loneliness. Some factors that influenced parent participation were positive relationships with the therapist and being provided with clear information. Barriers to engagement were generally reported in creative arts, rather than art therapy interventions. Overall, the evidence suggests that art therapy could be an important intervention for parents who have poor mental health. However, more research is needed. [ABSTRACT FROM AUTHOR]

The literature concerning pre-service training in music education for generalist primary or elementary school teachers reveals a long-standing problem for teacher educators: low or poor self-efficacy concerning the teaching of classroom music. Concurrently, a critical examination of training programmes has less often featured, with only limited discussion of digital approaches to classroom music-making constituting the focus of empirical research. Through a focused case study in one Australian university, 136 pre-service teachers participated in a face-to-face module of interactive music education which culminated in a peer-directed collaborative digital music-making project. Pre- and post-surveys were implemented with shifts in pre-service teachers' self-efficacy measured according to Bandura's self-efficacy scales. Legitimation Code Theory from the sociology of education then served as an overarching theoretical lens through which to appraise the findings. Despite an enduring self-concept as 'non-musicians', the results highlight positive shifts in self-efficacy through the utilisation of peer-directed digital music-making tasks, with implications for teacher training programmes more broadly situated. [ABSTRACT FROM AUTHOR]