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ERIC Number: EJ1016878
Record Type: Journal
Publication Date: 2013-Jul
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0265-0517
A Study of Teacher Formative Influence upon and Student Experience of Social-Emotional Learning Climate in Secondary School Music Settings
Carlisle, Katie
British Journal of Music Education, v30 n2 p223-243 Jul 2013
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A