Learning the piano: a study of attitudes to parental involvement

Macmillan, Jenny

doi:10.1017/s0265051704005807

Cited by 25 publications

(42 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding shows that relationships in West Malaysia can be customer-centric, where the teacher views the parent as a customer and the parent views the teacher as an entrepreneur. This is different from other literature on parent-teacher relationships in music education, where relationships are typically viewed in the context of instrumental learning rather than as transactions (Creech & Hallam, 2003Macmillan, 2004). In contrast, parents and teachers in the group context did not describe any instances of such conflict.…”

Section: Feeling Comfortablecontrasting

confidence: 98%

“…Parents and teachers are thus not viewed as having an equal footing: parents should be involved but not on an equal basis. A few studies have examined interpersonal dynamics, attitudes, harmony and discord between parents and teachers in instances where the student is taking one-on-one lessons (Creech & Hallam, 2003;Macmillan, 2004). Creech and Hallam (2009) mention 'the potential for parents and teachers to reframe their modes of relating within learning partnerships' (p. 2).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Parent–teacher partnerships in group music lessons: a collective case study

Ang

Panebianco

Odendaal

2019

Brit. J. Music. Ed.

View full text Add to dashboard Cite

Developing effective parent–teacher relationships in music lessons is important for the well-being and learning outcomes of the learners. The aim of this collective case study was to explore the relationship between teachers and parents of pre-school children in group music lessons in the Klang Valley, which is an area in West Malaysia centred on Kuala Lumpur. It includes the neighbouring cities and towns in the state of Selangor. Interviews were conducted with nine parents and three teachers of three group music classes for pre-school children. The results point to the values and attitudes that parents and teachers hold and the interactions between them that both encouraged and discouraged parent–teacher partnerships, which are relationships where trust, reciprocity, mutuality, shared goals and decision making are essential characteristics.

show abstract

Section: Feeling Comfortablecontrasting

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Parent–teacher partnerships in group music lessons: a collective case study

Ang

Panebianco

Odendaal

2019

Brit. J. Music. Ed.

View full text Add to dashboard Cite

show abstract

“…Consistent with previous research on child-rearing and music (Creech 2010;Davidson, Slobota, and Howe 1995/96;Faulkner, Davidson, and McPherson 2010;Macmillan 2004;Moore, Burland, and Davidson 2003;Sichivitsa 2003Sichivitsa , 2007Zdzinski 1992Zdzinski , 1996, and child-rearing, class, race and achievement (Chin and Phillips 2004;Covay and Carbonaro 2010;de Carvalho 2001;Lareau 2003;Ma 2009;Perna and Titus 2005;Ream and Rumberger 2008), it would seem that those who continue to be active as players or singers in collegiate ensembles are the product of similar, privileged social histories. Comments such as, 'half the reason I go to orchestra is to see all my friends .…”

Section: Privilege and Social Reproductionsupporting

confidence: 75%

Structure and agency in university-level recreational music making

Mantie

2013

Music Education Research

View full text Add to dashboard Cite

“…Parental involvement has been shown to be positively related to achievement in more specialized educational domains, as well. Research in music education, for example, indicates that such involvement can be predictive of better progress on a musical instrument (MacMillan, 2004;Zdzinski, 1992).…”

Section: Parental Involvement In Children's Educationmentioning

confidence: 99%

Work and family life: parental work schedules and child academic achievement

Vincent

Neis

2011

Community, Work & Family

View full text Add to dashboard Cite

This review essay deals with interconnectivity between work life and family life. Specifically, it explores the relationship between parental work schedules and child academic achievement. Existing research focused on that relationship has been somewhat narrow in scope and has largely ignored the issue of underlying mechanisms. This review essay seeks to address those shortcomings by introducing a conceptual framework that sets out some potential pathways through which parental work schedules might exert an impact on child academic achievement. Characteristics of parental work schedules that might be particularly relevant in today's rapidly changing world of work are then identified, and are connected to child achievement by way of a thorough review of research evidence supporting each of the links in the proposed framework. Finally, the review draws on existing research to suggest some ways in which governments, employers, and families might mitigate any risks to child achievement conveyed through the pathways presented in the framework. The potential for empirically testing the framework is also discussed.Cet essai analyse les liens entre la vie au travail et celle en famille. Plus spécifiquement, nous explorons la relation entre les horaires de travail des parents et la réussite scolaire des enfants. La recherche existante sur ce sujet est assez limitée dans sa portée et laisse généralement de côté la question des méchanismes sousjacents. Ce texte tente de combler ces lacunes en offrant un cadre conceptuel qui propose des chaînes causales possibles par lesquelles l'horaire de travail des parents peut avoir un impact sur la réussite scolaire d'un enfant. Les aspects des horaires parentaux qui pourraient être spécialement pertinents dans le monde de travail volatile de notre époque sont ensuite identifiées et leurs liens possibles à la réussite scolaire des enfants sont analysés par une revue approfondi des faits probants qui relèvent de chaque chaîne causale du cadre conceptuel proposé. Finalement, en se basant sur la littérature scientifique existante, nous proposons des moyens par lesquels gouvernements, employeurs et familles peuvent mitiger l'impact possible sur la réussite scolaire des voies causales présentés dans le cadre conceptuel. Nous traitons également du potentiel de tester empiriquement notre cadre conceptuel.Mots-clés: parents; enfants; horaires de travail; réussite scolaire Research on occupational health, work and wellness, and work-life balance has highlighted a wide range of ways in which work life and family life may influence one another through dynamic interaction (Duxbury & Higgins, 2003;Sauvé, 2009).

show abstract

Learning the piano: a study of attitudes to parental involvement

Cited by 25 publications

References 10 publications

Parent–teacher partnerships in group music lessons: a collective case study

Parent–teacher partnerships in group music lessons: a collective case study

Structure and agency in university-level recreational music making

Work and family life: parental work schedules and child academic achievement

Contact Info

Product

Resources

About