Decisions Regarding Music Training: Parental Beliefs and Values

Dai, David Yun; Schader, Robin M.

doi:10.1177/001698620204600206

Cited by 38 publications

(27 citation statements)

References 12 publications

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“…Similarly, other studies (e.g. Dai and Schader, 2002;Ilari 2013;Vincent and Ball 2007) have indicated that middle-class parents recognised that supporting their children's participation in enrichment activities such as music was an indicator of 'fundamental' and 'good' parenting skills.…”

mentioning

confidence: 80%

“…Because formal musical activities demand not only financial resources and time investment, but a supportive home environment as well (Dai and Schader 2002), children's involvement in musical activities has often been considered a common practice of middle-class families (Vincent and Ball 2007). This idea is aligned with the concept of 'cultural capital' described by Pierre Bourdieu (1984), which refers to a series of strategies to manifest and reinforce one's position in a stratified social system through non-financial social assets.…”

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confidence: 99%

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What do mothers say? Korean mothers' perceptions of children's participation in extra-curricular musical activities

Cho

2014

Music Education Research

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confidence: 80%

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confidence: 99%

What do mothers say? Korean mothers' perceptions of children's participation in extra-curricular musical activities

Cho

2014

Music Education Research

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“…Further investigation of the mesosystem (e.g., interactions between parents and teachers) and exosystem (e.g., events or situations indirectly affecting the student) in regard to dance talent development is warranted because these factors might also be influential. In this study, it is plausible that these highly committed students matter-of-factly enjoy positive relationships with adults and, hence, an interesting topic for future research would be to examine any bidirectional relationship (i.e., direction of influence; Dai & Schader, 2002).…”

Section: Implications and Future Researchmentioning

confidence: 99%

The Role of Social Support in Dance Talent Development

Chua

2015

Journal for the Education of the Gifted

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This multiple case study aims to answer the main research question, "How well are exceptionally talented Finnish and Singaporean dance students supported by significant individuals at different phases of the students' development?" The exceptionally talented students aged 16 to 22 were enrolled in their national dance institutionsthe Finnish National Opera Ballet School and the Singapore Dance Theatre. Perspectives of social support were elicited from 13 participants-dance students (n = 4), teachers (n = 6), parents (n = 2), and one sibling. Data were documents, letters, interviews, and observation field notes collected over 2 years. The themes that emerged from the deductive and inductive analysis-being there, sharing, and knowing-illustrated the types of support from families, peers, and teachers that contributed to the students' development. While making cross-cultural comparisons, reflections about mindset, self-efficacy, and pedagogical practices are also discussed. A conclusion offers educational implications and directions for future research.Research on how students thrive on social support is important. It provides insights for counselors, educators, and parents into how students can capitalize on positive relationships with significant individuals to excel. Research findings across a range of domains such as classical music (e.

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“…Many researchers (e.g., Bloom, 1985;Ericsson 1996;Ericsson & Charness, 1994;Gagné, 1985Gagné, , 1995Walberg, 1992) have provided persuasive evidence of the significant contribution of environmental factors to TP. Such environmental inf luences include parenting (Campbell, 1996;Dai & Schader, 2002;Freeman, 1991Freeman, , 2003, schooling (Clark, 1992(Clark, , 2002Feldhusen, 1989;Rogers, 2002;VanTassel-Baska, 1992), peers (Biller & Kimpton, 1997;Bloom, 1985), interpersonal factors (Biggs, 1996;Fraser, Walberg, Welch, & Hattie, 1987), and the impact of specific training and practice (Allenbaugh, 2002;Ericsson & Charness, 1994;Ericsson, Krampe, & Tesch-Romer, 1993). This shift from nature to nurturing factors may be construed as a challenge to the traditional Western concepts of learning and performance, which has consequently led to a f lourishing of various theories and models concerning giftedness and TP.…”

Section: P U T T I N G T H E R E S E a R C H T O U S Ementioning

confidence: 99%

Factors That Contribute to Talented Performance: A Theoretical Model From a Chinese Perspective

2005

Gifted Child Quarterly

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The nurturing of talented performance (TP) of the young and the related notions of learning and achievement are major foci of educational researchers and practitioners around the world. However, because different cultures provide different tools, habits, and assumptions that significantly influence human thought and behavior (Tweed & Lehman, 2002), Western and Chinese theories or practices are influenced by their own cultural contexts. Western educational theories and practices have their roots in the Platonic tradition; Chinese theories and practices, on the other hand, have their roots in the Confucian tradition.The Platonism of ancient Greece held that all true knowledge is innate or, in modern terms, genetic. Aristotle, who at one time was a pupil of Plato's, developed a system of thought that emphasized the essence and nature of humans. By contrast, over the last 2,500 years, Confucian thought has emphasized the role of effort in success, pointing to nurture, rather than nature, as the key to high performance. A B S T R A C TThis paper examines the Chinese literature on giftedness and talented performance (TP) and compares its dominant theoretical features with some inf luential models to be found in the North American literature. One significant feature to emerge from the Chinese literature is a deemphasis on giftedness as an innate ability and an emphasis on the concept of talented performance. Such a finding is congruent with a Confucian cultural outlook that encourages effort, rather than the identification of giftedness. In order to test this finding against the perceptions of Chinese educators, a preliminary study was carried out involving 14 secondary school teachers. The results confirmed the findings from the literature survey, suggesting that these teachers' perceptions conformed to a model of TP with a developmental conception as its central organizing feature. It is hoped that the implications of this study will contribute to the practice of gifted and talented education in China and will also provide basic theoretical grounds for further research.In China, although research on gifted education is at a preliminary stage, the inf luence of Confucian philosophy, which emphasizes the importance of hard work, can still be discerned in the literature related to giftedness and talented performance (TP). A persistent theme among a network of related Chinese concepts is that TP is strongly inf luenced by environmental factors such as self-effort, parental and familial support, and teacher and school instruction. This belief was further reinforced by the results of a study that investigated conceptions of TP among a small group of Chinese teachers. The teachers believed that giftedness is not as important as environmental factors and that children with average or even lower innate ability can also achieve TP with self-effort and positive support from others. The study suggests that, within an extensive Chinese cultural framework, the task of developing TP is more significant than the task of identifying g...

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Decisions Regarding Music Training: Parental Beliefs and Values

Cited by 38 publications

References 12 publications

What do mothers say? Korean mothers' perceptions of children's participation in extra-curricular musical activities

What do mothers say? Korean mothers' perceptions of children's participation in extra-curricular musical activities

The Role of Social Support in Dance Talent Development

Factors That Contribute to Talented Performance: A Theoretical Model From a Chinese Perspective

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