Advances in Social-Psychology and Music Education Research

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Contents: Preface
Part I Social-Psychological Advances in Music Education: Toward a social-psychological model of musical ability, Charles P. Schmidt
Advances in the social-psychology of music teaching and learning: one facet of Charles P. Schmidt's teaching and research, Peter Miksza and Kevin E. Watson
Designing effective music studio instruction, Hal Abeles
Changing learners: the nature of expertise in music teaching, Robert A. Duke and Da-Laine Chapman
University non-major student reactions to music appreciation course content and instructional methods, Barbara E. Lewis
Nonverbal measurement of responsiveness to music, Clifford K. Madsen
The Seashore-Mursell debate on the psychology of music revisited, Estelle R. Jorgensen
A journey in search for meaning, Anthony Kemp. Part II Social Environments for Music Education: Development of a social environment of instruction model for music education, Stephen F. Zdzinski
Fourth graders' use of probability reasoning in predicting personal outcomes during music class, Patricia J. Flowers
Choir in prison: the relationship of psychological needs to perceptions of meaning in music, Joyce Eastlund Gromko and Mary L. Cohen
A content analysis of band repertoire performed at the Indiana State School Music Association state concert organization finals, 1985-2010, Lissa Fleming May
Observations about occupational identity among public school music teachers: past and present, Jere T. Humphreys. Part III Advancing Effective Research in Music Education: Charles Schmidt: a quality reviewer, Rudolf E. Radocy
Ethical issues in music education research publishing: the research publication/presentation code of ethics, Wendy L. Sims
Diversity of dissertation topics in music education supervised by experienced advisors in the United States, C. Victor Fung
Cited quantitative research articles in music education research journals, 1990-2005: a content analysis of selected studies, Joanne Rutkowski, Keith P. Thompson and Yi-

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This Festschrift honors the career of Charles P. Schmidt on the occasion of his retirement from the Indiana University Jacobs School of Music. His main research focus has been the social-psychology of music education, including the subtopics of motivation in music learning, applied music teaching behaviors, and personality and cognitive styles in music teaching and learning. The chapters in this volume recognize the influence of Schmidt as a researcher, a research reviewer, and a research mentor, and contribute to the advancement of the social-psychological model and to research standards in music education. These themes are developed by a stunning cast of music education scholars, including Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia Flowers, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa May, Peter Miksza, Rudolf Radocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are presented in three sections: Social-Psychological Advances in Music Education, Social Environments for Music Education, and Advancing Effective Research in Music Education. This collection, edited by Patrice Madura Ward-Steinman, will prove invaluable for students and faculty in search of important research questions and models of research excellence.

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[This] deftly assembled compendium serves as both an eloquent tribute to one of the most influential figures in contemporary music education [Charles P. Schmidt] and ... a vital precis of the subject's accelerating development

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