Peter Miksza

Effective Practice: An Investigation of Observed Practice Behaviors, Self-Reported Practice Habits, and the Performance Achievement of High School Wind Players

The primary goal of this study was to examine relationships among observed practice behaviors, self-reported practice habits, and performance achievement of high school wind players (N = 60). Participants practiced in three 25-minute sessions, rated their practice efficiency following each day, and completed a practice survey. Participants performed a researcher-composed étude six times across the duration of the study. Performances were rated using objective and subjective criteria. Practice sessions were observed for frequencies of selected practice behaviors. Interjudge reliability for performance ratings and observations was acceptable to high. A significant change (p < .001) in performance achievement was detected over time (d = .85). The behaviors exhibited the most were repeat measure, repeat section, and marks part. Significant correlations were found: (a) among the behaviors repeat section, whole-part-whole, and slowing; (b) between performance achievement and the behaviors repeat section, whole-part-whole, slowing, and skipping directly to or just before critical musical sections of the étude; and (c) between performance achievement and self-reports of percentage of time spent on formal and informal practice and use of metronome. Self-evaluations of practice efficiency were strongly related to performance achievement scores at day one, less so at day two, and not at all on day three. Lastly, several small relationships were also found between self-reported practice habits and observed practice behaviors.

Surveying Colorado Band Directors’ Opinions of Skills and Characteristics Important to Successful Music Teaching

This study was designed to (a) gather band directors’ opinions of skills and characteristics important to teaching and (b) examine the relative effectiveness of electronic versus paper survey methods. Survey respondents ranked lists of music, teaching, and personal skills or characteristics in order of importance and answered open-ended items regarding advice for 1st-year teachers and the struggles and rewards of band directing. The final response rate was 66% (N = 235). Personal and teaching skills and characteristics were ranked higher than music skills. The items “maintain high musical standards,” “be able to motivate students,” and “enthusiastic, energetic” were the highest ranked skills or characteristics. Perseverance, patience, and long-term vision were the most common forms of advice to 1st-year teachers. Issues related to classroom management and student success were the most-often-cited struggles and rewards of band directing, respectively. An experiment comparing response rate and response quality as a function of survey method (i.e., e-survey vs. paper survey) and follow-up notification (i.e., postnote, no postnote) also was completed using a smaller subsample of respondents ( n = 102). Response rates for the e-survey conditions were better than those for the paper survey conditions. Greater proportions of respondents from the paper survey conditions completed the open-ended items.

Relationships among achievement goal motivation, impulsivity, and the music practice of collegiate brass and woodwind players

The primary purpose of this study was to investigate relationships between observed practice behaviors consistent with conceptions of deliberate practice (Lehmann & Ericsson, 1997) and the performance achievement of collegiate wind players (N = 55). The secondary purpose of this study was to explore relationships among observed practice behaviors, performance achievement, and individual differences in impulsivity and achievement goal motivation. Participants completed: (1) a 23-minute practice session; (2) pre- and post-test measures of performance achievement; (3) a researcher-adaptation of the Elliot and McGregor (2001) 2 x 2 Achievement Goal Questionnaire; (4) the Eysenck Impulsiveness Questionnaire for Adults (Eysenck, Pearson, Easting, & Allsop, 1985); (5) the Barratt Impulsiveness Scale (1985); and (6) a researcher-constructed practice habit questionnaire. Reliability results for all measures and observations were acceptable. Results indicated: (1) significant positive correlations between performance achievement and the observed behaviors ‘repeat two to four measure chunk,’ ‘whole-part-whole,’ ‘slowing,’ ‘chaining,’ and ‘use of metronome;’ (2) significant negative correlations between performance achievement and the behaviors ‘varying pitch’ and ‘singing, whistling, buzzing;’ (3) a significant increase in performance achievement from pre- to post-test with less impulsive participants having higher scores at both points in time; and (4) several significant correlations between impulsiveness and achievement goal motivation sub-scales and observed practice behaviors.

The Development of a Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students

The purpose of this study was to develop and test the construct validity and reliability of a self-report measure of self-regulated practice behaviors for beginning and intermediate instrumentalists. A questionnaire was designed to assess the motive, method, behavior, time management, and social influences dimensions of the theoretical model of self-regulation proposed by McPherson and Zimmerman. The questionnaire’s construct validity was tested using confirmatory factor analysis, and a preliminary assessment of predictive validity was estimated by correlating the measure with self-reported practice habits. The measure’s reliability in regard to internal consistency and consistency over time was assessed as well. The sample consisted of middle school band students in grades 6 to 8 (N = 302). Confirmatory factor analyses indicated that a model including factors representing the dimensions self-efficacy, method/behavior combined, time management, and social influences was the best fit. Cronbach’s alpha and test–retest reliability results indicated good to excellent consistency across all self-regulation subscales, with coefficients ranging from .76 to .90. Significant correlations (p < .001) between the self-regulation subscales and self-reported practice habits (i.e., time spent practicing, average daily practice efficiency, percentage of time spent on formal practice) provided preliminary evidence of predictive validity of the measure.

An Investigation of Preservice Music Teacher Development and Concerns

The purpose of this study was to investigate the status and development of junior-level preservice music teachers’ concerns using Fuller and Bown’s teacher concerns model. Participants were 11 junior-level instrumental practicum students from a large American university. Data sources included a goals essay, lesson plans, teaching DVDs, self-evaluations of teaching, and a reflection on the original goals essay. Data were coded according to Fuller and Bown’s concerns categories (i.e., self, task, student impact). Analyses indicated that participants had a variety of concerns within each concern category specific to music education. Overall, there was an emphasis on task concerns, as participants appeared to be more concerned with pedagogical execution than with their personal characteristics or student impact. Rapport, content knowledge, and motivation were the most frequently coded self, task, and student impact concerns, respectively. Comparisons were also drawn between (a) written assignments to determine whether participants’ concerns changed in quantity or quality during the semester and (b) concerns identified in written assignments and concerns observed while teaching. Teaching DVDs were also analyzed for pivotal events contributing to the development of concerns. Four cases are presented representing varied developmental profiles that both support and challenge Fuller and Bown’s model.

Predicting collegiate wind players' practice efficiency, flow, and self-efficacy for self-regulation: An exploratory study of relationships between teachers' instruction and students' practicing

The purpose of this study was to determine whether students’ practice efficiency, flow during practicing, and self-efficacy for self-regulation varied as a function of their practice tendencies, their tendencies toward self-evaluation, their self-regulatory tendencies to be self-reflective when practicing, tendencies to exhibit grit in their learning, and their teachers’ methods of instruction in practicing. Participants were 52 studio lesson teachers and 241 of their students from 25 large collegiate music programs in the United States. Both the teachers and students represented a diverse range of instruments: flute, oboe, bassoon, clarinet, saxophone, French horn, trumpet, trombone, euphonium, and tuba. The data for this study were self-reports collected via online questionnaires. Findings indicated that of the five predictor variables examined, only two—students’ tendencies to exhibit grit in their learning and their tendencies to be reflective about their practicing—were consistently related to the three outcome variables. Furthermore, all outcome variables were significantly related to one another.

The effect of self-regulation instruction on the performance achievement, musical self-efficacy, and practicing of advanced wind players

This study is an investigation of the effect of self-regulation instruction on collegiate wind players’ performance achievement, practice behavior, and self-efficacy. Volunteers (N = 28) were randomly assigned to an experimental condition that included either (a) instruction in the application of practice strategies (slowing, repetition, whole-part-whole, chaining) or (b) instruction in self-regulation principles (concentration, goal-selection, planning, self-evaluation, rest/reflective activity) in addition to the aforementioned strategies. The instruction was delivered via videos across 5 days and consisted of narrative descriptions and aural/visual models of each approach. Recordings of pre-test performances, 20 minutes of practice, and post-test performances were collected at days 1 and 5. Participants provided ratings of self-efficacy beliefs at days 1 and 5. Both groups made significant gains in performance achievement at each day. Those who received the self-regulation instruction made significantly greater gains in performance achievement on day 5 than those in the other group when controlling for gains made on day 1, and chose nuanced (dynamics, articulation, interpretation, etc.) as opposed to basic (e.g. notes, rhythms) musical objectives in their practice sessions with significantly greater frequency.

A Longitudinal Study of Preservice Music Teacher Development Application and Advancement of the Fuller and Bown Teacher-Concerns Model

The purpose of this study was to investigate the development of preservice music teachers’ concerns using Fuller and Bown’s model. Participants were 8 instrumental teachers who participated in the previous Berg and Miksza (2010) study. Data sources included goals essays, journals, a midterm growth plan, and teaching observation reports with accompanying lesson plans that were collected over a 1.5-year period. The participants expressed less concern for self-survival and more concern for making an impact on students as time progressed from their junior-level practicum experience to the end of student teaching. Concerns regarding basic competencies and professionalism ultimately gave way to specific contextual aspects of the participants’ teaching placements and more nuanced instructional issues. Results indicated that the focus of the participants’ concerns also was greatly affected by their teaching context. Implications for music teacher preparation as well as extensions of Fuller and Bown’s model are discussed.

An Observational Study of Intermediate Band Students' Self-Regulated Practice Behaviors.

The purpose of this study was to investigate intermediate musicians’ self-regulated practice behaviors. Thirty sixth- through eighth-grade students were observed practicing band repertoire individually for 20 min. Practice sessions were coded according to practice frame frequency and duration, length of musical passage selected, most prominent musical objective, and practice behaviors. The 600 min of video were parsed into 234 practice frames for analysis. Practice sessions also were rated for overall degree of self-regulation. Reliability of the observational procedures (three observers, 95% to 100% agreement) and self-regulation ratings (two raters, coefficients of .89 to .96) was excellent. Analyses revealed an average of 7.8 practice frames with a mean duration of 2 min 45 s across sessions. Participants most frequently addressed the musical objective pitch accuracy and most commonly selected passages of nine measures in length or greater. The most common practice behaviors were varying tempo, repeating fewer than four measures, repeating more than four measures, and irrelevant playing. Significant relationships were found between self-regulation ratings and frequencies of the behaviors writing on music (r = .55), varying tempo (r = .42), repeating four or more measures (r = .41), and irrelevant playing (r = −.59). Implications for future research and practical applications are discussed.

Arts Education Advocacy: The Relative Effects of School-Level Influences on Resources for Arts Education

The purpose of this study was to investigate advocacy influences that may impact school arts programs using data from the 2009–10 National Center for Education Statistics elementary and secondary school surveys on arts education. Regression models were employed to assess the relative effectiveness of variables representing community support, administrators’ support, having arts educators in leadership roles, and school climate more generally as predictors of principals’ reports of the adequacy of funding, instructional time, and number of arts specialists for arts education. Additional models were examined to determine whether these effects would remain after controlling for minority status, poverty status, and school community type. Parent/community support, including the presence of arts specialists in school leadership roles and having an arts curriculum specialist/program coordinator, had the most pronounced effects on the reported adequacy of resources. Student interest in and demand for arts education, the inclusion of arts course grades in secondary students’ GPA, and the number of arts events elementary school principals attended also showed significant effects.