| Title |
Positive Instruction in Music Studios: Introducing a New Model for Teaching Studio Music in Schools Based upon Positive Psychology
|
|---|---|
| Published in |
Psychology of Well-Being: Theory, Research and Practice, October 2015
|
| DOI | 10.1186/s13612-015-0036-9 |
| Pubmed ID | |
| Authors |
Tim Patston, Lea Waters |
| Abstract |
This practice paper explores the intersection of school studio-music pedagogy and positive psychology in order to enhance students' learning and engagement. The paper has a practitioner focus and puts forward a new model of studio teaching, the Positive Instruction in Music Studios (PIMS) model that guides teachers through four key positive psychology processes that can be used in a music lesson: positive priming, strengths spotting, positive pause, and process praise. The model provides a new, positively oriented approach to studio-music pedagogy that can be integrated into specific methods-based programs to enhance student learning and engagement. |
X Demographics
The data shown below were collected from the profiles of 15 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Australia | 6 | 40% |
| Israel | 1 | 7% |
| Canada | 1 | 7% |
| Hong Kong | 1 | 7% |
| Côte d'Ivoire | 1 | 7% |
| Unknown | 5 | 33% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 11 | 73% |
| Scientists | 3 | 20% |
| Science communicators (journalists, bloggers, editors) | 1 | 7% |
Mendeley readers
The data shown below were compiled from readership statistics for 65 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 65 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 16 | 25% |
| Student > Ph. D. Student | 6 | 9% |
| Student > Bachelor | 6 | 9% |
| Student > Doctoral Student | 5 | 8% |
| Other | 4 | 6% |
| Other | 11 | 17% |
| Unknown | 17 | 26% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 17 | 26% |
| Arts and Humanities | 15 | 23% |
| Social Sciences | 5 | 8% |
| Linguistics | 2 | 3% |
| Sports and Recreations | 2 | 3% |
| Other | 4 | 6% |
| Unknown | 20 | 31% |
Attention Score in Context
This research output has an Altmetric Attention Score of 13. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 09 November 2017.
All research outputs
#2,834,874
of 25,394,764 outputs
Outputs from Psychology of Well-Being: Theory, Research and Practice
#18
of 44 outputs
Outputs of similar age
#38,973
of 295,260 outputs
Outputs of similar age from Psychology of Well-Being: Theory, Research and Practice
#1
of 2 outputs
Altmetric has tracked 25,394,764 research outputs across all sources so far. Compared to these this one has done well and is in the 88th percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 44 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 30.7. This one scored the same or higher as 26 of them.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 295,260 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 86% of its contemporaries.
We're also able to compare this research output to 2 others from the same source and published within six weeks on either side of this one. This one has scored higher than all of them