Twi major areas concerning the problems of practice are discussed. One is that poor practice often relegates itself to mindless repetition. The second problem is that the student often has a vague definition of piano technique. All technique should be a means of expression, not just an isolated physical exercise. Therefore, the purpose of this thesis was to understand the nature of practice and to develop a suggested practice routine which incorporates both technical and musical aspects. Two recommendations, strategies toward effective practice and an ideal practice sessions, serve as a practice outline and reference for both piano teacher and student. An appendix presents a collection of the thoughts and viewpoints on practicing from forty-four internationally acclaimed pianists.

This study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of investigation-interpretationintegration- illustration. By the completion of the conceptualization stage, a theory was developed to describe the interdependence of the four influential factors that shape and sustain teacher expertise. Among the findings, the study revealed that both endogenous and exogenous elements are necessary to develop and sustain teacher expertise. The endogenous factors are more intrinsic and include energy (a teacher’s drive, commitment, and ability to extend past her/his comfort zone) and examination (reflection and goal-setting), while the exogenous factors are more environmental and include encouragement (the succor a teacher receives through collaboration and school leadership) and erudition (professional learning that influences a teacher’s knowledge and skills). The theory proposes that the evolution of expertise is neither chronological nor linear; rather, each of the four factors plays an integral role and is interconnected and synergistic with the others. In addition, when one or more influences is lacking or is compromised, expertise is impeded. Impedances represent the challenges the participants reported as their expertise evolved. These challenges interfere with their energy, examination, encouragement, or erudition and, ultimately, their expertise. Furthermore, a diagram depicting a quaternary gear system was created to illustrate teacher expertise in motion. This is especially relevant at a time when teacher quality is the prominent discourse in the field and at the forefront of educational policy. Understanding the interdependent factors that shape and sustain teacher expertise can inform pre-service teachers, developing and expert teachers, educational leaders, and decision-makers on the nuances of teacher expertise as a way to optimize teacher growth and maximize student success. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Access to abstract permanently restricted to Ball State community only. / Access to thesis permanently restricted to Ball State community only. / School of Physical Education, Sport, and Exercise Science

objective of this research is mainly to determine the relationship between leadership, emotional intelligence and organisational performance in state owned agencies to contribute to the debate on the role of government agencies with the South African society. The study aims to contribute to scholarly research which deals with performance related issues in the public sector.This study is however, not addressing other issues such as training needs of employees in government agencies, intelligence quotient, spiritual intelligence, corruption and ethics management. In keeping with one of the objectives of the study, a detailed review of literature was conducted in order to clearly define leadership (both transformational and transactional), emotional intelligence and organisational performance, and provide substantive reasons for the need for leaders with emotional intelligence in government agencies. The description of existing knowledge also provides outcomes of previous research pertaining to improvement of overall organisational performance. This study set out to determine the leadership approach and the level of emotional intelligence amongst the leadership sample. The research methodology employed in the study made use of a positivistic paradigm and was conducted by means of a qualitative study with careful description, analysis, interpretation and evaluation of data for the purpose of obtaining information and relevant data. The study objectives, appropriate conclusions and proposals are addressed based on the role that the two leadership approaches, linked to emotional intelligence plays with regard to organisational performance. This will ultimately enable the researcher to provide a framework for consideration during the selection of senior and executive staff members. Ultimately the recommendations made may contribute to the design of future practices aimed at improving public services in the long run in achieving the long term goals as set out in the National Development Plan.

This study investigates the perceptions of South African practitioners of Western European Art Music (WEAM), specifically as they relate to the value of WEAM in contemporary South African society. In exploring some of the connections between musical identity and national identity, it sets out to discover what value WEAM holds for a certain group of student pianists. Qualitative empirical data was collected in the form of in-depth, semi-structured interviews and questionnaire responses, and the findings point to numerous, nuanced expressions of self and varied intersections of the nation with musical identity in the life of the individual. Further, WEAM appears to represent a crucial point of identification for these individuals, in each case generating positive affirmations of the self.

M.Comm. (Industrial Psychology) / Orientation: In theory, work-based identities have been perceived to predict employee performance at work. The rationale behind this thinking is that individuals apply their identities as they work. Little research is available on the exact nature of the relationship between work-based identity and task performance. Research purpose: The aim of this study is to investigate the relationship between work-based identity and task performance before and after the correction of the negatively skewed task performance measure. Motivation of the study: This study will shed light on how to statistically correct negatively skewed task performance ratings. Currently, limited literature exists on how to correct this skewness with the aim of understanding the work-based identity task performance correlation. Research design: The study utilised a secondary data analysis (SDA) approach within the quantitative research paradigm. This study was performed on a cross-sectional survey (n = 2,429) of data which was collected from middle management level, and management levels that fell beneath this, in a large South African Information and Communication Technologies (ICT) sector company (N = 23,134). Scales used in the study were the Work-based Identity (WI-28) and Task Performance Scales. Results: The results confirm a relationship between work-based identity and task performance before and after the logarithmic transformation of the negatively skewed task performance ratings. The results also indicate that the relationship between workbased identity and task performance remains unchanged after the transformation. Practical/Managerial Implications: Employee behaviours impact general organisational outcomes. Managers should strive to design interventions that draw on employee strengths, such as work-based identity and skills that would lead to improved work experiences. Contribution/Value-Add: The study described in this article builds on the work-based identity literature by showing that this construct can be used to predict task performance. The study also provides evidence of how to statistically correct a negatively skewed task performance measure.

Judith Butler’s writings on gender ostensibly changed the way gender is considered with regard to an individual’s subjectivity. Her writings expressed a discursive parameter that changed the theoretical standpoint of gender from that of performance, to that of performativity. In short, the notion of gender became understood as a power mechanism operating within society that compels individuals along the heteronormal binary tracts of male or female, man or woman. Within the strata of popular culture, this binarism is seemingly ritualized and repeated, incessantly. This treatise examines how rock music, as a popular and widespread mode of popular music, exemplifies gender binarism through a notable ndrocentrism. The research will examine how gender performativity operates within the taxonomy of rock music, and how the message communicated by rock music becomes translated into a listener’s subjectivity.

Student musicians were recruited to participate in an experimental repeated measures research design study to identify effects of heart rate variability (HRV) biofeedback training and emotional self-regulation techniques, as recommended by HeartMath® Institute, on music performance anxiety (MPA) and music performance. Fourteen students were randomly assigned to a treatment or control group following a 5 minute unaccompanied baseline performance. Treatment group participants received 4-5 HRV training sessions of 30-50 minutes each. Training included bibliotherapy, using the computerized Freeze-Framer® 2.0 interactive training software, instruction in the Freeze-Frame® and Quick Coherence® techniques of emotional regulation, and also use of an emWave® portable heart rate variability training device for home training. Measures included the State-Trait Anxiety Inventory (STAI), Performance Anxiety Inventory (PAI), Flow State Scale (FSS), average heart rate (HR), and heart rate variability (HRV). Quade's rank transformed ANCOVA was used to evaluate treatment and no-treatment group comparisons. Combined MPA scores showed statistical significance at p=.05 level with large effect size of eta2=.320. Individual measurements of trait anxiety showed a small effect size of eta2=.001. State anxiety measurement showed statistical significance at the p=.10 level with a large effect size eta2=.291. FSS showed no statistical or effect size difference. PAI showed no statistical significance and a large effect size eta2=.149. HR showed no statistical significance and a large effect size eta2=.143. HRV showed statistical significance at p=.000 level and a large effect size eta2=.698. This study demonstrated practical/clinical significance of a relatively quick and inexpensive biofeedback training that had large effect at decreasing mental, emotional, and physiological symptoms of MPA for university students.

The study investigated the relative effectiveness of different proportions of time spent on physical and mental practice, in the context of a music performance of a tonal pattern over harmonic progressions of two difficulty levels. Using a sampling without replacement procedure, sixty undergraduate students were assigned to four practice groups partially blocked for musical instrument. The groups included a physical practice group, a mental practice group and two combined mental and physical practice groups in the proportions of (a) 66% physical and 33% mental, and (b) 33% physical and 66% mental. Each subject performed a pretest, a 3 minute practice session, and a posttest on both harmonic progressions. Presentation of the harmonic progressions were counterbalanced to control for practice effects All pre- and posttests were recorded and scored according to number of note errors. An ANCOVA procedure using pretest scores as covariates revealed that: (a) there were no differences between the different practice groups on the measure of note errors, (b) there was a significant difference between the two harmonic progressions on the measure of note errors, such that performance on the easy progression was significantly better than performance on the hard progression, and (c) there was a significant interaction between harmonic difficulty level and the practice groups. Post hoc comparisons between the adjusted means of the practice groups on the two tasks revealed that for the mental and the 33:66 combined practice groups, groups consisting of a higher percentage of mental practice, performance on the easy harmonic progression was significantly better than on the hard harmonic progression. However for the physical and the 66:33 combined practice groups, groups consisting of a higher percentage of physical practice, performance on both harmonic progressions was not significantly different and was as good as the performance of all practice groups on the easy task.

The purpose of this study was to examine the effects of a music-assisted relaxation training program as a treatment method for college music students suffering from performance anxiety. A total of 40 participants were randomly assigned to the experimental (n=20) and wait-list control (n=20) groups. The experimental group received six music-assisted relaxation training sessions while the wait-list control group received no contact. Dependent measures included pre- and post-test State Trait Anxiety Inventory (ST AI) scores and heart rate measurements during individual jury examinations (performance condition). Results found no differences in ST AI scores and heart rate measurements between groups. Factors such as years of formal training and memorization of performance showed no differences in dependent measures. The experimental group rated their performance quality as significantly higher than the wait-list control group. All participants who received the relaxation training program felt they benefited from it, and_ found it helpful in feeling more "in control" and "focused on their music" during performances.