Search

The purpose of this article is to discuss the potential that moderation hypotheses hold for yielding insights into the complex processes of music teaching and learning. We begin with a discussion of the conceptual relevance of moderation hypotheses to music education research by drawing from a compelling example in the extant literature. This is followed by a brief review and critique of how moderation hypotheses and the concomitant statistical interaction effects have been presented and interpreted in recent research articles in the Journal of Research in Music Education. We offer recommendations to increase the robustness of the theoretical foundations from which moderation hypotheses are generated and the consistency of the ways statistical analyses are reported and interpreted. Next, we provide an illustration of basic statistical models that are useful for testing moderation hypotheses. We then provide an example of moderation analyses in linear regression and ANOVA frameworks as well as advice for reporting the results of these analyses. The examples we present employ real data consisting of 190 collegiate music students' reports of self-regulated learning processes and motivational beliefs. A summary list of recommendations for readers to consider when conducting their own research is provided. [ABSTRACT FROM AUTHOR]

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 designed as a multiple-baselines experiment spanning 15 consecutive days. Data sources included (a) entrance interviews; (b) daily practice efficacy ratings; (c) data gathered from pre- and posttest microanalysis sessions; (d) detailed behavioral analyses of video-recorded, pre- and posttest practice sessions; and (e) a focus group exit interview. The microanalytic intervention designed for this study involved a coaching session in which a member of the research team explicitly drew attention to the affective, behavioral, and metacognitive qualities related to effective practicing during a student’s practice session. The pretest microanalysis data revealed distinct learning profiles for each student that were corroborated with information from the other data sources. The intervention had modest effects that varied across participants, suggesting that it was useful for bringing to light and addressing individuals’ specific self-regulatory deficiencies in a manner respective to their needs. [ABSTRACT FROM AUTHOR]

In the final article in the issue, Conway, Vaughan-Marra, and Marra investigate how to best meet the varied needs of those pursuing a master's degree in music education. The school band performance rating scale that emerged from this work will be of value to instrumental music teachers. An important aim of the JRME is to provide a venue for inquiry that can move the field forward in new directions. [Extracted from the article]