Enhancing Self-Regulation Through Music Education and Teachers' Collaborative Inquiry

• In Event: Poster Session 14
  In Poster Session: Learning Environments Poster Session

Abstract

This poster presents data from a three-year research-practice partnership (RPP) involving university researchers and personnel in an after-school music program. Together we engaged in evidence-based collaborative inquiry about teaching and learning. Specifically, our partnership sought to build the program’s capacity to engage students in self-regulated learning (SRL). Ten musician-teachers and one music therapist participated in researcher-facilitated meetings, reflected on their practice and implemented SRL supportive practices in their music classes. All participants reported that their participation in the RPP and involvement in evidence-based collaborative inquiry transformed their teaching practice. Researcher observations support participants’ reports, indicating participatory approaches to research can bridge research to practice and build teachers’ capacity to create opportunities for students to engage in effective forms of SRL.

Authors

• Silvia Mazabel, The University of British Columbia

• Ben Dantzer, University of British Columbia

• Nancy E. Perry, The University of British Columbia