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meghankelly492

Classical Test Theory and Music Testing - Oxford Handbooks - 2 views

www.oxfordhandbooks.com/...oxfordhb-9780190248093-e-21

world Music

shared by meghankelly492 on 18 Apr 20 - No Cached
  • applications of classical test theory to K-12 music education assessment are considered
  • ransition from classical test theory to modern test theory is explored.
  • During this period, measurement was viewed as a mechanism by which human traits could be identified and individuals compared
  • ...10 more annotations...
  • At the heart of CTT is the notion that error is endemic to measurement.
  • By the beginning of the 20th century, the concept of (p. 462) measurement error was well recognized, and psychometricians focused their efforts on estimating and accounting for error.
  • In CTT, an observed measure or score (X) consists of two constituent parts—the true score (T) and measurement error (E):
  • . Measurement error, however, also will account for a certain portion of score variance.
  • According to CTT, measurement error arises because mental processes are idiosyncratic and in a state of change such that individuals are incapable of performing optimally on a single test or performance task.
  • random error and systematic error.
  • (SEM) represents the average of the total random error for all individuals
  • SEM represents the spread of observed scores for a single individual if that person were tested multiple times.
  • That score, however, is an imperfect measure of the student’s true ability.
  • For example, CTT provides in-depth analysis of item characteristics,
Martin Burrett

Book: Just great teaching by @TeacherToolKit via @BloomsburyEd - 5 views

ukedchat.com/...just-great-teaching

shared by Martin Burrett on 23 Sep 19 - No Cached
  • Martin Burrett on 23 Sep 19
     
    "We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, analyses and disseminates best practice in teaching. This is supported by case studies and research undertaken by Ross in ten primary and secondary schools across Great Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work. Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD."
meghankelly492

Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

psycnet.apa.org/...2011-20583-001.pdf

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • ...30 more annotations...
  • did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
  • Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
  • Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
  • person has few problems with performance anx-iety
  • Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
meghankelly492

Music for anxiety? Meta-analysis of anxiety reduction in non-clinical samples - Yulia Panteleeva, Grazia Ceschi, Donald Glowinski, Delphine S. Courvoisier, Didier Grandjean, 2018 - 2 views

journals.sagepub.com/...0305735617712424

world Music

shared by meghankelly492 on 01 Sep 19 - No Cached
  • Panteleeva, Y., Ceschi, G., Glowinski, D., Courvoisier, D. S., & Grandjean, D. (2018). Music for anxiety? Meta-analysis of anxiety reduction in non-clinical samples. Psychology of Music, 46(4), 473–487. https://doi.org/10.1177/0305735617712424
  • Anxiety affects up to 28.8% of the population in Western countries
  • nxiety disorders are the most prevalent mental illnesses worldwide
  • ...1 more annotation...
  • Moreover, in the last decade, there has been a growing interest in an evidence-based approach to studying the impact of music listening on anxiety, as measured by self-report measures (subjective reactions toward a stressful situation) or psychophysiological markers (objective indicators of anxiety, such as increasing heart rate).
meghankelly492

Music performance skills: A two-pronged approach - facilitating optimal music performance and reducing music performance anxiety - Susanna Cohen, Ehud Bodner, 2019 - 1 views

journals.sagepub.com/...0305735618765349

anxiety Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • music performance anxiety (MPA)
  • The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
  • Anxiety is generally regarded as having an antithetical relationship with flow
  • ...19 more annotations...
  • The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
  • Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
  • There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
  • Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
  • “when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
  • Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
  • However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
  • Csikszentmihalyi’s nine dimensions of flow as follows
  • Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
  • Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
  • These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
  • Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
  • This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
  • Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
  • The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
  • Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
  • “Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
  • Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
  • Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
Martin Burrett

Sports involvement linked to fewer depressive symptoms in children - 4 views

ukedchat.com/...sports-involvement

Sports mental health depression

shared by Martin Burrett on 29 Mar 19 - No Cached
  • Martin Burrett on 29 Mar 19
     
    "Participation in team sports is associated with fewer depressive symptoms in children, whereas non-sport activities have no association with symptoms, according to a study in Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, published by Elsevier. The association was found only for boys. The findings suggest that exercise could have anti-depressant effects in adolescents. "These interesting results provide important clues as to how exercise benefits mood in children and reveals the important role that gender plays in these effects," said Cameron Carter, MD, Editor of Biological Psychiatry: Cognitive Neuroscience and Neuroimaging."
Martin Burrett

39 new special free schools to open in England - 1 views

ukedchat.com/...special-free-schools

free schools schools

shared by Martin Burrett on 14 Mar 19 - No Cached
  • Martin Burrett on 14 Mar 19
     
    "Thousands of new school places are being created for children with special educational needs or those facing additional challenges in mainstream education, providing tailored support to help children thrive. Every region in the country will benefit from a new school, which include 37 special free schools and two alternative provision free schools. This will create around 3,500 additional school places, boosting choice for parents and providing specialist support and education for pupils with complex needs such as autism, severe learning difficulties or mental health conditions, and those who may have been or are at risk of being excluded from mainstream schools."
Martin Burrett

Mental Health Is 'Everyone's Business' by @MrsRuthStacey1 - 3 views

ukedchat.com/...mental-health

mental health

shared by Martin Burrett on 12 Mar 19 - No Cached
  • Martin Burrett on 12 Mar 19
     
    "We all have mental health. Talk around mental health should be high priority in schools and we have to start with ourselves, realising that mental health is a continuum; it is not static. Positive mental health is a gift, one that should not be taken for granted, and wellbeing is something that needs to be worked at, just like physical health. "
Martin Burrett

Depression: Impact and Support - 11 views

ukedchat.com/...depression-impact-support

depression mental health

shared by Martin Burrett on 30 Jan 19 - No Cached
  • Martin Burrett on 30 Jan 19
     
    "Despite the prevalence of depression in the population, the devastating impact it can have, and the rise in public awareness in recent years, schools (and society at large) still find depression a taboo. Something which is often ignored and misunderstood. Where support is available wonderful things can happen mitigating some many of the pressures when the black dog comes barking. While a societal shift is needed, there are many, often small things that educators can do to help those who need help."
Martin Burrett

Managerialism in UK schools erodes teachers' mental health and well-being - 9 views

ukedchat.com/...managerialism-uk-schools

manager mental health wellbeing well-being

shared by Martin Burrett on 18 Jan 19 - No Cached
  • Martin Burrett on 18 Jan 19
     
    "Performance targets, increased workload, curriculum changes and other bureaucratic changes are eroding teachers' professional identity and harming their mental health, a new study in Educational Review finds. The study's authors interviewed 39 teachers across England and Wales who had experienced long term absence from work due to mental health problems, and six head, deputy and assistant head teachers who had dealt with mental health problems among staff."
Martin Burrett

Key components of a mentally healthy school - 24 views

ukedchat.com/...mentally-healthy-school

mental health

shared by Martin Burrett on 17 Jan 19 - No Cached
  • Martin Burrett on 17 Jan 19
     
    "Mentally healthy schools are schools that pay ongoing and dedicated attention to the emotional wellbeing of both students and staff and put in place policies and interventions to ensure that students and staff feel cared for, listened to, understand, nurtured and valued for what each of them, individually bring to the school community."
Martin Burrett

Celebrating positives improves classroom behaviour and mental health - 5 views

ukedchat.com/...celebrating-positives

mental health behaviour management behaviour

shared by Martin Burrett on 26 Nov 18 - No Cached
  • Martin Burrett on 26 Nov 18
     
    "Training teachers to focus their attention on positive conduct and to avoid jumping to correct minor disruption improves child behaviour, concentration and mental health. A study led by the University of Exeter Medical School, published in Psychological Medicine, analysed the success of a training programme called the Incredible Years® Teacher Classroom Management Programme. Its core principles include building strong social relationship between teachers and children and ignoring low-level bad behaviour that often disrupts classrooms."
Martin Burrett

Are you a Healthy Teacher? - 21 views

ukedchat.com/...are-you-a-healthy-teacher

health mental health stress well-being wellbeing

shared by Martin Burrett on 22 May 18 - No Cached
  • Martin Burrett on 22 May 18
     
    "Teachers are notorious for ignoring health concerns and just carrying on. From teaching with a high fever, and soldiering on with 4 hours of sleep, teachers often put their health at risk. But done this make teachers more productive, or less?"
Martin Burrett

Mental Health: Coping with Stress - 5 views

ukedchat.com/...ntal-health-coping-with-stress

mental health stress

shared by Martin Burrett on 17 May 18 - No Cached
  • Martin Burrett on 17 May 18
     
    "There are lots of stressful careers, but teaching combines the elevated baseline of chonic stress of the day to day, coupled with bouts of intensely stressful events. Inspections, staff meetings, work scrutiny, piles of unmarked books in the boot of your car, all can cause stress and anxiety. Plus the current culture of the profession, where boasts about the long hours individuals work are wore like medals rather than alarm bells, make us feel inadequate unless we are working ourselves to the verge of medical exhaustion."
Clint Heitz

Do we read differently on paper than on a screen? - 9 views

phys.org/...-differently-paper-screen.html

reading digital resources

shared by Clint Heitz on 21 Mar 18 - No Cached
  • In total, there are more than 180 researchers from 33 different countries participating in the COST-initiated research network E-READ, reading in an age of digital transformation. This network examines the effects and consequences of digital developments in terms of reading.
  • It is not a case of "one size fits all," but patterns are beginning to emerge from empirical research into the subject. The length of the text seems to be the most critical factor. If the text is long, needs to be read carefully and perhaps involves making notes, then studies show that many people, including young people such as students, still often prefer a printed book, even if it is available as both an e-book and in electronic formats with options for making notes, enabling the user to search for and highlight the text digitally. This is not the case when it comes to shorter texts.
  • When reading long, linear, continuous texts over multiple pages that require a certain amount of concentration, referred to as "Deep Reading," the reader often experiences better concentration and a greater overview when reading from a printed medium compared to a screen. When we are reading from a screen, only one section can be seen at a time and the available reading surface area is limited. If you read a printed medium such as a book, several text areas are available simultaneously and it feels easier to form an overview and make notes in the margins.
  • ...5 more annotations...
  • However, an interesting finding in some of the empirical studies is that we tend to overestimate our own reading comprehension when we read on screen compared to on paper.
  • it has been found that we tend to read faster on screen and consequently understand less compared to when reading from paper. This is a very new research topic and there are studies that have not found any differences in this area.
  • such findings do highlight something very important, namely that we may have a different mental attitude to what we read on a screen. This has very significant implications, including in the context of education.
  • For example, reading literature has proven to have a stimulating effect on the imagination and encourage the development of empathy. Reading has an effect on our ability to concentrate and for abstract thinking. We want to discover if such processes are influenced by the reading medium.
  • There is a need for more empirical research on reading comprehension in terms of screen reading and also on the subjective reading experience.
Clint Heitz

The Reading Brain in the Digital Age: The Science of Paper versus Screens - Scientific American - 25 views

www.scientificamerican.com/...reading-paper-screens

reading digital resources

shared by Clint Heitz on 20 Mar 18 - No Cached
  • The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s, however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common.
  • Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.
  • Both anecdotally and in published studies, people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters.
  • ...5 more annotations...
  • At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension.
  • Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says.
  • An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.
  • In one of his experiments 72 volunteers completed the Higher Education Entrance Examination READ test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change. The star of "A Magazine Is an iPad That Does Not Work" is three-and-a-half years old today and no longer interacts with paper magazines as though they were touchscreens, her father says. Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations. In current research for Microsoft, Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," she says. Participants in her studies say that when they really like an electronic book, they go out and get the paper version. This reminds Sellen of people's early opinions of digital music, which she has also studied. Despite initial resistance, people love curating, organizing and sharing digital music today. Attitudes toward e-books may transition in a similar way, especially if e-readers and tablets allow more sharing and social interaction than they currently do.
Martin Burrett

Teachers and other school-based professionals can treat children's mental health problems - 8 views

ukedchat.com/...teachers-treat-health

mental mental health

shared by Martin Burrett on 04 Mar 18 - No Cached
  • Martin Burrett on 04 Mar 18
     
    "School-based services delivered by teachers and other school-based professionals can help reduce mental health problems in elementary-aged children, reports a study published in the March 2018 issue of the Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP). "Given the limited accessibility of traditional mental health services for children-particularly for children from minority and economically disadvantaged backgrounds-school-based mental health services are a tremendous vehicle for overcoming barriers to mental health care and meaningfully expanding the reach of supports and services for so many children in need. Treating children in schools can powerfully overcome issues of cost, transportation, and stigma that typically restrict broad utilization of mental health services" said lead author Amanda Sanchez, MS, of the Center for Children and Families at Florida International University."
Martin Burrett

Research: Teens who were severely bullied as children at higher risk of suicidal thoughts, mental health issue - 3 views

ukedchat.com/...bullied-children-risk-suicide

bullying health mental health

shared by Martin Burrett on 15 Jan 18 - No Cached
  • Martin Burrett on 15 Jan 18
     
    "Teens who were severely bullied as children by peers are at higher risk of mental health issues, including suicidal thoughts and behaviours, according to new research in CMAJ(Canadian Medical Association Journal). "Our findings showed a general tendency, in about 15% of the children, of being exposed to the most severe levels of victimization from the beginning of their education until the transition to high school," writes Dr. Marie-Claude Geoffroy, McGill Group for Suicide Studies, McGill University, Montréal, Quebec, with coauthors. "Those children were at greater risk of debilitating depressive/dysthymic symptoms or anxiety and of suicidality in adolescence than less severely victimised children, even after we accounted for a plethora of confounders assessed throughout childhood.""
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