Faculty of Education - Research Publications

Permanent URI for this collection

http://hdl.handle.net/11343/161

Filters

2022 - 2023 2
2
Reset filters

Settings
Statistics
Citations
Author: McPherson, Gary × End date: 2023 × Start date: 2020 ×

Search Results

Now showing 1 - 2 of 2
  • Item
    Thumbnail Image
    Feedback in Music Performance Teaching
    McPherson, GE ; Blackwell, J ; Hattie, J (FRONTIERS MEDIA SA, 2022-06-20)
    The purpose of this article is to provide one prominent perspective from the research literature on a conception of feedback in educational psychology as proposed by John Hattie and colleagues, and to then adapt these concepts to develop a framework that can be applied in music performance teaching at a variety of levels. The article confronts what we see as a lack of understanding about the importance of this topic in music education and provides suggestions that will help music teachers refocus how they use feedback within their teaching. Throughout the article, we draw heavily on the work of John Hattie and his colleagues whose explanations on all facets of feedback, but especially those forms of feedback that are focused on ensuring students understand "where to next"-have had a huge impact on school education through various publications.
  • Item
    Thumbnail Image
    The importance of passionate individuals for navigating school arts provision in 19 Australian schools
    McFerran, KS ; Crooke, AHD ; Steele, M ; Hattie, J ; McPherson, GE (SAGE PUBLICATIONS LTD, 2023-04)
    Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, most Australian schools are left to navigate a landscape characterized by shifting policy goals and external providers of diverse quality and intent. Drawing on interviews with 27 stakeholders from 19 Catholic primary schools in Melbourne, Australia, we explored key approaches to arts provision in this context, and conditions that hinder and support it. Approaches varied markedly, from school-wide programs embedded across the curriculum, to one-off incursions. Conditions consistently affecting provision ranged from leadership support to a community’s view of the arts. Programs regularly relied on individuals passionate about arts to go beyond their paid roles, yet this frequently jeopardized sustainability. Overall, the approaches identified, and conditions affecting their sustainability, reveal a lack of value for school arts at policy and administration levels. This lack of value is not demonstrated in the provision of other traditional school activities like math or literacy, which begs consideration by policymakers and school administrators.