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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]

The primary goal of this study was to examine relationships among observed practice behaviors, self-reported practice habits, and performance achievement of high school wind players (N = 60). Participants practiced in three 25-minute sessions, rated their practice efficiency following each day, and completed a practice survey. Participants performed a researcher-composed étude six times across the duration of the study. Performances were rated using objective and subjective criteria. Practice sessions were observed for frequencies of selected practice behaviors. Interjudge reliability for performance ratings and observations was acceptable to high. A significant change (p < .001) in performance achievement was detected over time (d = .85). The behaviors exhibited the most were repeat measure, repeat section, and marks part. Significant correlations were found: (a) among the behaviors repeat section, whole-part-whole, and slowing; (b) between performance achievement and the behaviors repeat section, whole-part-whole, slowing, and skipping directly to or just before critical musical sections of the étude; and (c) between performance achievement and self-reports of percentage of time spent on formal and informal practice and use of metronome. Self-evaluations of practice efficiency were strongly related to performance achievement scores at day one, less so at day two, and not at all on day three. Lastly, several small relationships were also found between self-reported practice habits and observed practice behaviors. [ABSTRACT FROM AUTHOR]

This study is an investigation of relationships among impulsiveness, locus of control, sex, observed practice behaviors, practice effectiveness, and self-reported practice habits in a sample of 40 college brass players. Practice effectiveness was defined by the amount of change in pretest and posttest performance achievement scores over one 23-minute practice session. Each subject's practice session was analyzed for frequency of practice behaviors. Measures included the Eysenck Impulsiveness Questionnaire for Adults (1985), the Nowicki-Duke Locus of Control Scale for Adults (1974), and a researcher-designed practice questionnaire. Results indicated (a) a significant interaction effect (p < .01) between performance achievement and impulsiveness, with subjects in the low-impulsive group outperforming those in the high-impulsive group; (b) a significant relationship (p < .01) between subjects' locus of control and impulsiveness scores; (c) no significant differences (p > .05) in impulsiveness, locus of control, or performance achievement by sex; (d) significant relationships (p < .05) between performance achievement and the observed practice behaviors "repeat section, " "whole-part-whole, " "marks part, " and "varying pitch"; and (e) no significant relations (p > .05) between amount of time spent playing during the practice session in the study and performance achievement. [ABSTRACT FROM AUTHOR]