The purpose of this study was to explore a microanalysis technique for measuring instrumentalists’ self-regulation tendencies during music practice. A secondary purpose was to investigate whether an intervention informed by the features of the microanalysis technique would increase the students’ self-regulated learning tendencies. Three undergraduate instrumental music education majors volunteered to participate in this study. This study was designed as a multiple-baselines experiment spanning 15 consecutive days. Data sources included (a) entrance interviews; (b) daily practice efficacy ratings; (c) data gathered from pre- and posttest microanalysis sessions; (d) detailed behavioral analyses of video-recorded, pre- and posttest practice sessions; and (e) a focus group exit interview. The microanalytic intervention designed for this study involved a coaching session in which a member of the research team explicitly drew attention to the affective, behavioral, and metacognitive qualities related to effective practicing during a student’s practice session. The pretest microanalysis data revealed distinct learning profiles for each student that were corroborated with information from the other data sources. The intervention had modest effects that varied across participants, suggesting that it was useful for bringing to light and addressing individuals’ specific self-regulatory deficiencies in a manner respective to their needs.

The purpose of this action research study was to explore the use of problem-based learning (PBL) in a secondary instrument methods course. Six students enrolled in a woodwind methods course and participated in PBL activities—including video assessment, written scenarios, emergent performance scenarios in the classroom, group activities, and structured peer teaching—aimed at improving their ability to diagnose and solve instrument-specific performance problems. We examined students’ perceptions of PBL, including their teaching confidence, retention of course materials, and overall course engagement. The data collected suggest that students perceived themselves to be learning effectively in this PBL environment, and they felt generally confident in their ability to teach woodwinds. In addition, students appreciated opportunities for “real-life” teaching scenarios and expressed high levels of motivation, though they found this approach somewhat haphazard and unstructured. We suggest that PBL may be a viable method for educating preservice music teachers.

The purpose of this study was to explore features of university environments that support well-being as perceived by undergraduate lesbian, gay, bisexual, and questioning (LGBQ) music and art students. Data were drawn from the 2013–2015 administrations of the College Student Report (CSR) by the National Survey of Student Engagement. Responses of students who identified as music majors, music or art education majors, or as LGBQ ( n = 30,014) were extracted. CSR items regarding the students’ collegiate experiences corresponding with dimensions of Seligman’s well-being theory (i.e., positive emotions, engagement, relationships, meaning, achievement) were used to create composite variables for analysis. The data indicated similar ratings between heterosexual and LGBQ music/art students for positive emotion, engagement, and relationships. In contrast, non–music/art LGBQ students rated items pertaining to positive emotions and relationships lower than heterosexual music/art students and lower than both heterosexual students and LGBQ music/art students in engagement. Both LGBQ groups rated meaning items significantly higher than heterosexual music/art students. The data also indicated that heterosexual music/art students rated achievement items significantly higher than both LGBQ groups. These findings suggest that heterosexual and LGBQ music/art students may perceive better support for their well-being by their institutions’ environments than their non–music/art LGBQ peers.

The purpose of this survey study was to explore the relationships between well-being and adaptability among music teacher educators in the United States during the 2020–2021 academic year. We used an online questionnaire to collect data related to demographics, well-being, adaptability, and academic year events. The 85 participants reported relatively high levels of psychological well-being and adaptability. Specific adaptability attributes (e.g., ability to draw on positive feelings and emotions when confronted with new situations in the classroom) were found to be significant predictors of overall well-being.