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THE UCL INSTITUTE OF EDUCATION'S FLAGSHIP PEER-REVIEWED JOURNAL Volume 15, Number 3 (November 2017)
General articles with a shared interest in assessment
- The relationship between stream placement and teachers' judgements of pupils: Evidence from the Millennium Cohort Study - Tammy CAMPBELL, London School of Economics, UK
- Exploring the relationship between validity and comparability in assessment - Victoria CRISP, Cambridge Assessment, UK
- Internal versus external assessment in vocational qualifications: A commentary on the government's reforms in England - Sylvia VITELLO and Joanna WILLIAMSON, Cambridge Assessment, UK
Special feature
MUSIC EDUCATION IN CONTEXT Edited by Hilary McQUEEN (UCL Institute of Education, UK) and Maria VARVARIGOU (Canterbury Christ Church University, UK)
The power of music to enrich and enhance people's lives is well documented. There are so many examples of the positive impact of music education. The contexts in which people of all ages learn about music vary widely, yet each can provide an opportunity for engagement with music that can have both individual and more extensive benefits. At a time of financial constraints and global unrest, it is vital that the contribution of education in the arts, such as music, is kept to the fore. This feature draws on research and practice that illustrates the effect of music education in specific contexts. The result is a range of articles that demonstrates the extent to which music can provide a catalyst for individual, group and wider social benefits. The articles also provide an opportunity to think about teaching and learning more generally.
- On being and becoming a jazz musician: Perceptions of young Scottish musicians - Pauline BLACK, University of Aberdeen, UK
- Design-based research as an informal learning model for choral conductors - Naomi COOPER, Western Sydney University, Australia
- Addressing new challenges for a community music project in the context of higher music education: A conceptual framework - Andrea GANDE and Silke KRUSE-WEBER, Graz University of Music and Performing Arts, Austria
- The impact of making music on aural perception and language skills: A research synthesis - Susan HALLAM, UCL Institute of Education, UK
- Towards an effective freeware resource for music composition in the primary classroom - Adam HART, University of Salford, UK (This paper is accompanied by eight videos on the LRE YouTube channel)
- The impact of participation in music on learning mathematics - Sylwia HOLMES and Susan HALLAM, UCL Institute of Education, UK
- Teaching music online: Shifting of pedagogical approach when transitioning to the online environment - Carol JOHNSON, University of Melbourne, Australia
- Mapping trends and framing issues in higher music education: Changing minds/changing practices - Helen Julia MINORS, Kingston University, UK; Pamela BURNARD, University of Cambridge, UK; Charles WIFFEN, Bath Spa University, UK; Zaina SHIHABI, Liverpool Hope University, UK; J. Simon VAN DER WALT, Royal Conservatoire of Scotland, UK
- Community music as a vehicle for tackling mental health-related stigma - Debra RODGERS, Canterbury Christ Church University, UK
- Can student interdependence be experienced negatively in collective music education programmes? A contextual approach - Marc SARAZIN, University of Oxford, UK
Book reviews
- Local Citizenship in the Global Arena: Education for community participation and change by Sally Findlow - reviewed by Iman AZZI, UCL Institute of Education, UK
- The Charged Classroom: Predicaments and Possibilities for Democratic Teaching by Judith L. Pace - reviewed by Lee JEROME, Middlesex University, UK
- Global Migration, Diversity, and Civic Education: Improving Policy and Practice edited by James A. Banks, Marcelo M. Suarez-Orozco, and Miriam Ben-Peretz - reviewed by Richard RACE, Roehampton University, UK
- Children's Rights, Educational Research and the UNCRC: Past, present and future edited by Jenna Gillett-Swan and Vicki Coppock - Students on the MA Sociology of Childhood and Children's Rights, UCL Institute of Education, UK
For more information contact Sally Sigmund at UCL IOE Press s.sigmund@ucl.ac.uk
