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A Study of Teacher Formative Influence upon and Student Experience of Social-Emotional Learning Climate in Secondary School Music Settings
British Journal of Music Education
Short Title: British Journal of Music Education
Format: Journal Article
Publication Date: 2013/07/01/
Pages: 223 - 243
Sources ID: 90026
Notes: Accession Number: EJ1016878; Acquisition Information: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org; Language: English; Education Level: Secondary Education; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2014Accession Number: EJ1016878; Acquisition Information: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org; Language: English; Education Level: Secondary Education; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2014
Visibility: Public (group default)
Abstract: (Show)
Conceiving the construct "social-emotional learning climate" as an embodiment of Illeris' contemporary learning theory, this paper serves dual purposes. First, it examines recent music education literature, which identifies issues of competence and institutionalised pedagogic practice in secondary school music settings that result in adolescents' inability to target and develop personal locus of control over learning, and the subsequent rejection of the learning environment. Second, it details findings, discussion and pedagogic implications from the author's dissertation study exploring music teacher formative influence upon and student experience of Illeris' theory of learning process within three Canadian secondary school learning settings integrating informal learning practices.