Changing musical self-efficacy for Australian early childhood educators, teachers and carers

References

1. Atterbury, Betty (1984), ‘Are you really teaching children “how” to sing?’, Music Educators Journal, 70:8, pp. 43–45.
   [Google Scholar]
2. Baer-Simahk, Bonnie (2002), ‘Singing with children’, Responsive Classroom, 6 October, https://www.responsiveclassroom.org/singing-with-children/. Accessed 19 October 2022.
3. Bainger, Lucy (2010), ‘A music collaboration with early childhood teachers’, Australian Journal of Music Education, 1:2, pp. 17–27.
   [Google Scholar]
4. Bandura, Albert (2001), ‘Social cognitive theory: An agentic perspective’, Annual Review of Psychology, 52:1, pp. 1–26.
   [Google Scholar]
5. Bannan, Nicholas (2000), ‘Instinctive singing: Lifelong development of “the child within”’, British Journal of Music Education, 17:3, pp. 295–301.
   [Google Scholar]
6. Barrett, Margaret (2016), ‘Attending to “culture in the small”: A narrative analysis of the role of play, thought and music in young children’s world-making’, Research Studies in Music Education, 38:1, pp. 41–54.
   [Google Scholar]
7. Barrett, Margaret, Zhukov, Katie and Welch, Graham (2019), ‘Strengthening music provision in early childhood education: A collaborative self-development approach to music mentoring for generalist teachers’, Music Education Research, 21:5, pp. 529–48.
   [Google Scholar]
8. Bars, Mehmet and Oral, Behçet (2017), ‘The relationship among metacognitive awareness, self-efficacy toward the teaching profession and the problem-solving skills of teacher candidates’, Eurasian Journal of Educational Research, 72, pp. 107–27.
   [Google Scholar]
9. Bridges, Doreen (2008), ‘Music with very young children: Then and now’, Australian Journal of Music Education, 2, pp. 4–13.
   [Google Scholar]
10. Brown, Brené (2015), ‘The anatomy of trust’, James Clear, 1 November, https://brenebrown.com/videos/anatomy-trust-video/. Accessed 19 October 2022.
11. Burak, Sabahat (2019), ‘Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching’, International Journal of Music Education, 37:2, pp. 257–71.
    [Google Scholar]
12. Burgess, Susanne (2013), ‘Music matters: Improving practice in music education among early childhood educators in a Reggio-inspired climate’, Ph.D. thesis, Chattanooga, TN: The University of Tennessee.
    [Google Scholar]
13. Costa, Arthur and Kallick, Bena (eds) (2008), Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success, Alexandria, VA: ASCD.
    [Google Scholar]
14. Creswell, John W. (2012), Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, 4th ed., Upper Saddle River, NJ: Pearson.
    [Google Scholar]
15. Davidson, Lyle, McKeron, Patricia and Gardner, Howard (1981), ‘The acquisition of song: A developmental approach’, in Documentary Report of the Ann Arbor National Symposium on the Applications of Psychology to the Teaching and Learning of Music (1978–1979), Reston, VA: Music Educators National Conference, pp. 301–14.
    [Google Scholar]
16. AGDE (2022), Belonging, Being, Becoming: The Early Years Learning Framework for Australia, (EYLF) V2.0, Canberra: Australian Government Department of Education.
    [Google Scholar]
17. Department of Education, Science and Training (DEST) (2005), National Review of School Music Education (NRSME); Augmenting the Diminished, Canberra: Australian Government.
    [Google Scholar]
18. Deutsch, Diana (1999), The Psychology of Music, San Diego, CA: Academic Press.
    [Google Scholar]
19. Dewey, John (1916), Democracy and Education: An Introduction to the Philosophy of Education, New York: The Macmillan Company.
    [Google Scholar]
20. Dewey, John (1933), How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process, Boston, MA: DC Heath.
    [Google Scholar]
21. Dewey, John (1934), Art as Experience, London: Penguin.
    [Google Scholar]
22. Dewey, John (1938), Experience and Education, Indianapolis, IN: Kappa Delta Pi.
    [Google Scholar]
23. Eisner, Elliott (1973–74), ‘Examining some myths in art education’, Studies in Art Education, 15:3, pp. 7–16.
    [Google Scholar]
24. Gill, R. (2012), ‘Keynote closing address, it’s time!’, in KMEIA National Conference, Adelaide, Australia, 2–5 October.
    [Google Scholar]
25. Goetze, Mary (1985), ‘Factors affecting accuracy in children’s singing’, Ph.D. thesis, Boulder, CO: University of Colorado.
    [Google Scholar]
26. Gordon, Edwin (2013), Music Learning Theory for Newborn and Young Children, Chicago, IL: GIA Publications.
    [Google Scholar]
27. Henry, Nerelee (2011), ‘Attribution theory and music learning in the school music classroom: A study of siblings’, Ph.D. thesis, Clayton: Monash University.
    [Google Scholar]
28. Kartomi, Margaret (1991), ‘Musical improvisations of children at play’, World of Music, 33:3, pp. 53–65.
    [Google Scholar]
29. Kraus, Nina (2021), Of Sound Mind: How Our Brain Constructs a Meaningful Sonic World, Cambridge, MA: MIT Press.
    [Google Scholar]
30. Lave, Jean (1991), ‘Situating learning in communities of practice’, in J. Resnick and S. Teasley (eds), Perspectives on Socially Shared Cognition, Washington, DC: American Psychological Association, pp. 63–82.
    [Google Scholar]
31. Levitin, Daniel (2008), The World in Six Songs: How the Musician Brain Created Human Nature, New York: Penguin.
    [Google Scholar]
32. Lewin, Kurt (1946), Behavior and Development as a Function of the Total Situation, New York: John Wiley and Sons.
    [Google Scholar]
33. Lindsay, Gai (2016), ‘Do visual art experiences in early childhood settings foster educative growth or stagnation?’, International Art in Early Childhood Research Journal, 5:1, pp. 1–14.
    [Google Scholar]
34. Love, Roger and Frazier, Donna (2016), Set Your Voice Free: How to Get the Singing or Speaking Voice You Want, London: Hachette.
    [Google Scholar]
35. Malloch, Stephen and Trevarthen, Colwyn (2009), ‘Musicality: Communicating the vitality and interests of life’, in Communicative Musicality: Exploring the Basis of Human Companionship, vol. 1, Oxford: Oxford University Press, pp. 1–10.
    [Google Scholar]
36. Mills, Geoffrey E. (2003), Action Research: A Guide for the Teacher Researcher, 2nd ed., Upper Saddle River, NJ: Merrill and Prentice Hall.
    [Google Scholar]
37. Mlynek-Kalman, Anna (2020), ‘Agentic voices’, Doctoral dissertation, Clayton: Monash University.
    [Google Scholar]
38. Mlynek-Kalman, Anna (2023), ‘Making Voices Visible in Early Childhood Music: ISME/ECME Seminar, 12–14 July 2022’ International Journal of Music in Early Childhood, 18:1, pp. 76–77, https://bibliotheek.ehb.be:2102/10.1386/ijmec_00059_7.
    [Google Scholar]
39. Moss, Peter (2018), Alternative Narratives in Early Childhood: An Introduction for Students and Practitioners, London: Routledge.
    [Google Scholar]
40. Mürbe, Dirk, Pabst, Friedemann, Hofmann, Gert and Sundberg, Johan (2004), ‘Effects of a professional solo singer education on auditory and kinesthetic feedback: A longitudinal study of singers’ pitch control’, Journal of Voice, 18:2, pp. 236–41.
    [Google Scholar]
41. Neokleous, Rania (2012), ‘Having their song heard: Tracking pre-service kindergarten teachers’ perceptions and confidence in their singing skills’, Music Education Research, 15:2, pp. 151–67.
    [Google Scholar]
42. Niland, Amanda (2009), ‘The power of musical play: The value of play-based, child-centered curriculum in early childhood music education’, General Music Today, 23:1, pp. 17–21.
    [Google Scholar]
43. Nyland, Berenice, Acker, Aleksandra, Ferris, Jill and Deans, Jan (2015), Musical Childhoods, Exploration in the Pre-School Years, New York: Routledge.
    [Google Scholar]
44. Papoušek, Mechthild (1996), ‘Intuitive parenting: A hidden source of musical stimulation in infancy’, in I. Deliege and J. Sloboda (eds), Musical Beginnings, Oxford: Oxford University Press, pp. 80–112.
    [Google Scholar]
45. Pascale, Louise (2005), ‘Dispelling the myth of the non-singer: Embracing two aesthetics for singing’, Philosophy of Music Education Review, 13:2, pp. 165–75.
    [Google Scholar]
46. Pitt, Jessica (2020), ‘Communicating through musical play: Combining speech and language therapy practices with those of early childhood music education – The SALTMusic approach’, Music Education Research, 22:1, pp. 68–86.
    [Google Scholar]
47. Pitts, Stephanie (2009), ‘Roots and routes in adult musical participation: Investigating the impact of home and school on lifelong musical interest and involvement’, British Journal of Music Education, 26:3, pp. 241–56.
    [Google Scholar]
48. Powell, Sean (2018), ‘Structure and agency in novice music teaching’, Research Studies in Music Education, 41:2, pp. 206–18.
    [Google Scholar]
49. Reynolds, Alison and Burton, Suzanne (2017), ‘Serve and return: Communication foundations for early childhood music policy stakeholders’, Arts Educational Policy Review, 118:3, pp. 140–53.
    [Google Scholar]
50. Richards, Carol (1999), ‘Early childhood preservice teachers’ confidence in singing’, Journal of Music Teacher Education, 9:1, pp. 6–17.
    [Google Scholar]
51. Richards, Helen and Durrant, Colin (2003), ‘To sing or not to sing: A study on the development of “non-singers” in choral activity’, Research Studies in Music Education, 20:1, pp. 78–89.
    [Google Scholar]
52. Roberts, Emlyn and Davies, Ann (1975), ‘Poor pitch singing: Response of monotone singers to a program of remedial training’, Journal of Research in Music Education, 23:4, pp. 227–37.
    [Google Scholar]
53. Rogers, Everett (2003), Diffusion of Innovations, New York: Free Press.
    [Google Scholar]
54. Runco, Mark (2006), ‘Reasoning and personal creativity’, in J. C. Kaufman and J. Baer (eds), Creativity and Reason in Cognitive Development, Cambridge: Cambridge University Press, pp. 99–116.
    [Google Scholar]
55. Runfola, Maria and Rutkowski, Joanne (eds) (2010), TIPS: The Child Voice, Lanham, MD: Rowman & Littlefield Education.
    [Google Scholar]
56. Rutkowski, Joanne (2013), ‘The nature of children’s singing voices: Characteristics and assessment’, The Phenomenon of Singing, 1, pp. 201–09.
    [Google Scholar]
57. Small, Christopher (1996), Music, Society, Education, Hanover, NH: Wesleyan University Press.
    [Google Scholar]
58. Small, Christopher (1998), Musicking: The Meanings of Performing and Listening, Hanover, NH: Wesleyan University Press.
    [Google Scholar]
59. Smithrim, Katharine and Upitis, Rena (2007), Listen to Their Voices: Research and Practice in Early Childhood Music, vol. 3, Waterloo, ON: Canadian Music Educators’ Association.
    [Google Scholar]
60. Southcott, Jane (2004), ‘The singing by-ways: Origins of class music education in South Australia’, Journal of Historical Research in Music Education, 25:2, pp. 116–27.
    [Google Scholar]
61. Southcott, Jane and Vries, Peter De (2006), ‘Bright and breezy: Past and present practices in pre-school music education’, in Proceedings of the XXVIIIth Annual Conference Music Education: Standards and Practices. Australian and New Zealand Association for Research in Music Education Annual Conference 2006, Melbourne, 24–26 September 2006, Melbourne: Australian Association for Research in Music Education, pp. 104–10.
    [Google Scholar]
62. Sundberg, Johan (1987), The Science of the Singing Voice, Dekalb, IL: Northern Illinois University Press.
    [Google Scholar]
63. Suthers, Louie and Niland, Amanda (2007), ‘An exploration of young children’s engagement with music experiences’, in K. Smithrim and R. Upitis (eds), Listen to Their Voices: Research and Practice in Early Childhood Music, Waterloo: Canadian Music Educators’ Association, pp. 19–32.
    [Google Scholar]
64. Valerio, Wendy, Reynolds, Alison, Bolton, Beth, Taggart, Cynthia and Gordon, Edwin (1998), Music Play: The Early Childhood Music Curriculum Guide for Parents, Teachers, and Caregivers, Chicago, IL: GIA Publications.
    [Google Scholar]
65. Viig, Tine (2020), ‘Developing reflection-in-musicking in creative practices’, Nordic Research in Music Education, 1:1, pp. 132–50.
    [Google Scholar]
66. Vries, Peter De (2005), ‘Lessons from home: Scaffolding vocal improvisation and song acquisition with a 2-year-old’, Early Childhood Education Journal, 32:5, pp. 307–12.
    [Google Scholar]
67. Vries, Peter De (2006), ‘Being there: Creating music-making opportunities in a childcare centre’, International Journal of Music Education, 24:3, pp. 255–70.
    [Google Scholar]
68. Vygotsky, Lev (1978), Mind in Society: The Development of Higher Psychological Process, Cambridge, MA: Harvard University Press.
    [Google Scholar]
69. Vygotsky, Lev (1987), ‘Thinking and speech’, in R. Rieber and A. Carton (eds), The Collected Works of L. S. Vygotsky, vol. 1, New York: Plenum Press, pp. 39–285.
    [Google Scholar]
70. Vygotsky, Lev (1989), ‘Concrete human psychology’, Soviet Psychology, 27:2, pp. 53–77.
    [Google Scholar]
71. Watts, Heidi (1985), ‘When teachers are researchers, teaching improves’, The Journal of Staff Development, 6:2, pp. 118–27.
    [Google Scholar]
72. Welch, Graham (2001), The Misunderstanding of Music, London: Institute of Education, University of London.
    [Google Scholar]
73. Welch, Graham (2005), ‘We are musical’, International Journal of Music Education, 23:2, pp. 117–20.
    [Google Scholar]
74. Welch, Graham (2017), Singer Identities and Educational Environments, Oxford: Oxford University Press.
    [Google Scholar]
75. Wikeley, Felicity (1998), ‘Dissemination of research as a tool for school improvement?’, School Leadership & Management, 18:1, pp. 59–73.
    [Google Scholar]
76. Wood, Robert and Bandura, Albert (1989), ‘Social cognitive theory of organizational management’, Academy of Management Review, 14:3, pp. 361–84.
    [Google Scholar]