Adaptation and validation of the Deliberate Practice in Music Inventory for child musicians

Background Parents have often showed their interest in the tooth eruption timing. However, the literature suggests that tooth emergence standards should be derived from the population they are to be applied because emergence related factors may vary considerably in dentition. Timing of teeth emergence differs from population to population and can be affected by genetic and environmental factors. Both ethnic origin and gender can be attributed to genetic factors. Objectives The purpose of the present study was to find out the statistical correlation between age, sex and stature to eruption of permanent teeth in a sample of primary school children age (6-<13 years). Methodology: The present study was a cross sectional study that was conducted on 700 healthy school children aged 6 – <13 years selected from different primary schools in two governorates in Egypt; Behera governorate and Giza governorate. Assessment of age, sex and stature was performed through socio – demographic data, anthropometric measures and sequence of permanent teeth eruption. Results The first molars, central incisors, upper lateral incisors, lower canines, second premolars and second molars erupted earlier in Behera (Rural) children. The mandibular teeth tended to precede the maxillary teeth. In Giza (urban) children most of the teeth erupted earlier in girls. In Behera (Rural) children most of the teeth erupted earlier in boys. Conclusion Most of teeth erupted earlier in Behera (rural) and the majority erupted earlier in girls in Giza (urban) and in boys in Behera (rural).

This article reports on the feasibility of using interactive voice response (IVR) technology to obtain daily reports of attitudes toward alcohol and tobacco use among children 9-13 years of age. Two studies were conducted. The first was an investigation of the use of IVR technology to obtain daily data from a sample of primary school children over a period of 8 weeks. The second was an extension of the research to a large sample of primary and secondary school children in urban and rural areas who provided daily data over a 4-week period. Retention and compliance rates comparable to those obtained with adults were evident in both studies, supporting the feasibility of this technology with children. The results are discussed in relation to the benefits of this methodology for health research, particularly for studies of sensitive topics conducted with children and adolescents.

The aim was to study the stability of aggression and aggression control in Chinese children. Olweus' Aggression Inventory was retested after 18 months in a sample of Chinese primary school children in Beijing (average age 12 years; 267 children; 139 boys and 128 girls; 92% of the initial study sample). Compared with relevant studies in Scandinavian countries, this study shows that a degree of stability in aggression behaviour is also found in Chinese primary school children despite strong societal pressures against aggressive behaviour and towards aggression control. The result supports the earlier evidence that aggression was a somewhat more global or less differentiated phenomenon for Chinese children. Nevertheless, the average aggression response level for the Chinese children is clearly low and quite high for aggression control. Positive self-report, which reflects good adjustment and psychological health, was still clearly related to aggression control, but slightly less for the boys. The average difference between boys and girls in general aggression and aggression control was stable over time. Girls showed a lower level of general aggression and a higher level of aggression control compared with boys.

Children and adolescents with childhood-onset physical disabilities, including cerebral palsy (CP), face a significantly higher risk of developing mental health disorders due to factors such as reduced physical activity, participation limitations, sleep disturbances, pain, social isolation, rejection, bullying and victimization. Therefore, identifying mental health problems in this population is crucial for promoting their mental health and psychosocial well-being. This study aimed to investigate the reliability and construct validity of the self-report Strengths and Difficulties Questionnaire (SDQ) in children and adolescents with CP. The study included 120 children and adolescents with CP (mean age = 14.13 ± 2.2 years), representing the full spectrum of CP subtypes. Internal consistency was assessed using McDonald's omega (ω). Test-retest reliability was assessed using intraclass correlation coefficients (ICC) to estimate the level of consistency in scores for 50 children and adolescents who completed the SDQ again after 14 days. Three types of construct validity were assessed: factorial, convergent and known-group validity. Factorial validity was assessed based on the model fit of structural equation model-based confirmatory factor analysis (CFA). For CFA, the following fit indices were considered acceptable: a Root Mean Square Error of Approximation (RMSEA) < 0.08, a Goodness of Fit Index (GFI) ≥ 0.95 and a Standardized Root Mean Square Residual (SRMR) ≤ 0.08. Convergent validity was assessed by estimating correlations between the SDQ and Cerebral Palsy Quality of Life (CP QOL) scores using Pearson correlation coefficient (r). Internal consistency and test-retest reliability of both SDQ Total Difficulties Scale and SDQ Prosocial subscale were found to be acceptable (ω: 0.73-0.85; ICCs: 0.77-0.96). The SDQ's factor structure showed good fit (Total Difficulties Scale: RMSEA = 0.03, GFI = 0.95 and SRMR = 0.037; SDQ Prosocial: RMSEA = 0.025, GFI = 0.97 and SRMR = 0.066). Acceptable correlations between SDQ and CP-QOL scores (r = 0.53-0.93) supported convergent validity. Known-groups validity was confirmed, with children with CP showing significantly different SDQ scores compared to their TD peers (p < 0.05). Our findings provide evidence of adequate internal consistency reliability, test-retest reliability and construct validity for scores on the SDQ for children and adolescents with CP. ClinicalTrials.gov identifier: NCT06527508. This is the first study investigating the measurement properties of the self-report SDQ in children and adolescents with CP This study yielded satisfactory evidence for the factorial validity, convergent validity and known-group validity of the self-report SDQ, supporting its suitability as a tool for assessing the mental health status of children and adolescents CP aged 11-17 years. All items in the self-report SDQ were found to effectively measure the intended construct-mental health-demonstrating item homogeneity and supporting internal consistency The satisfactory agreement between SDQ scores obtained over a two-week interval demonstrated the instrument's temporal stability, indicating strong test-retest reliability.

This article documents and discusses how music teachers become educated in Japan and how educational policies in Japan are related to the career path of school music teachers from an insider's perspective. The article intends not only to reveal aspects of the real lives of music students and teachers but also to tie music education policies to music teachers’ minds and behaviors. The career path was divided into three periods: from young age until high school, time during college as a music education major, and time as a music teacher in the public schools. The case study analysis reveals that it is likely that educational policy is introduced at the college level for the first time, permeates music teachers’ lives gradually throughout their careers, and almost becomes invisible for in-service music teachers as they internalize it.

Practice is the process through which musicians improve their performance abilities and increase their level of expertise. Deliberate Practice (DP) is a theory of expertise based on the concept that interindividual differences in the level of proficiency in a specific domain can be mostly explained by interindividual differences in the amount of deliberate practice; despite its popularity, subsequent studies have demonstrated several critical issues in Ericsson’s DP concept, due to its vagueness in definitions, arbitrary measurements of expertise, and inability to account for the possible role of genes. The present project aimed at creating a new questionnaire, capable of measuring practice quality in terms of deliberate practice for the music domain, regardless of the instrument and musical genre played, at any level of expertise. Based on data from a sample of 1,558 musicians, ranging from amateurs to world-renowned soloists, the Deliberate Practice in Music Inventory (DPMI) was created, a self-report questionnaire and measurement instrument for practice quality consisting of a main DP scale and four subscales: Process improvement, Practice competences, Mindless practice (inverted scale), and Task decomposition. Results indicated that musicians who implement effective practice habits are focused on solving problems related to music playing and often refine their practice routines to increase their effectiveness. In addition, musicians who usually exhibit high amounts of DP behavior often decompose long and complex tasks into shorter and simpler elements, aiming to master them more easily and in shorter time. The DPMI instrument shows good convergent validity with measures related to expertise in music as well as good predictive validity for performance improvement. The DPMI generates new perspectives for the field of musical expertise research.

The acquisition of healthy dietary and exercise habits during childhood is essential for maintaining these behaviors during adulthood. In early childhood, parents have a profound influence on a child’s lifestyle pursuits, serving as both role models and decision-makers. The present study examines family factors as potential contributors to healthy lifestyle habits and their child’s overall diet quality among a sample of primary school children. A secondary aim is to evaluate several aspects of diet quality using the Mediterranean adaptation of the Diet Quality Index-International (DQI-I). This cross-sectional study involved 106 children enrolled in a primary school located in Imola, Italy. Data were collected from October to December 2019 using an interactive tool used to assess parent characteristics, children’s lifestyle, food frequency (ZOOM-8 questionnaire), and actigraph accelerometers to capture children’s physical activity and sedentary behavior. Adherence to the Mediterranean Diet (expressed by KIDMED Index) was positively associated with fathers’ educational level, parental sport participation, and the parent’s overall nutritional knowledge. Higher mothers’ educational level was inversely associated with children’s leisure screen time. Parents’ nutritional knowledge was positively related to children’s average daily minutes of organized sport activities. The better score for DQI-I was for consumption adequacy, followed by variety and moderation. The lowest score was for overall balance. The present study reinforces the importance of family factors in young children’s lifestyle choices, particularly their dietary, leisure time, and exercise habits.

For the dedicated anesthesiologist, a high level of expertise is needed to deliver good care to patients and to provide excellent service to surgeons, anesthesia colleagues, and others. Expertise helps the anesthesiologist recover from difficult situations and generally makes the practice run more effectively. Expertise also contributes to quality of life through higher self-esteem and long-term career satisfaction. We begin by reviewing the attributes that characterize expert performance and discussing how a specific training format, known as deliberate practice, contributes to acquisition and maintenance of expertise. Deliberate practice involves rehearsal of specific tasks to mastery, ideally under the eye of a mentor to provide feedback. This amounts to an orchestrated effort to improve that enables trainees to progress to expert levels of performance. With few exceptions, people who become recognized experts have pursued deliberate practice on the order of 4 hours per day for 10 to 15 years. In contrast, those who practice their profession in a rote manner see their skills plateau well below the level of top performers. Anesthesiology instruction with attending supervision provides all of the necessary components for deliberate practice, and it can be effective in anesthesia. Using deliberate practice in teaching requires organization in selecting training topics, effort in challenging students to excel, and skill in providing feedback. In this article, we discuss how educational programs can implement deliberate practice in anesthesiology training, review resources for instructors, and suggest how anesthesiologists can continue the practice after residency.

Prevalence and causes of paediatric hearing loss in a rural province of Zimbabwe: A cross-sectional study

SECTION ONE: ISSUES AND RESEARCH 1. Policy Frameworks, Research and K-12 Schooling 2. MENC: A Case in Point 3. Recent Trends and Issue in Policy-making 4. Law Research and Music Education INTRODUCTION: TOWARD AN UNDERSTANDING OF THE 'AIMS OF MUSIC EDUCATION' 1. Contemporary Curriculum Practices and Their Theoretical Bases 2. Theory, Research, and the Improvement of Music Education 3. A Comparative Review of Human Ability Theory: Context, Structure, and Development 4. Critical Thinking 5. Improvisation 6. Improvisation and Curriculum Reform 7. Adult Education 8. Music and Early Childhood Education 9. Systematic Research in Studio Instruction in Music 10. Philosophical Issues in Curriculum 11. Educating Musically 12. Distance Learning and Collaboration in Music Education SECTION THREE: MUSICAL DEVELOPMENT AND LEARNING Introduction: Issues in Perception, Cognition, and Development 1. Learning Theories as Roots of Current Musical Practice and Research 2. Systematic Instruction 3. Behavioural Research on Direct Music Instruction 4. Self-Regulation of Musical Learning: A Social Cognitive Perspective 5. Motivation and Achievement 6. Developmental Characteristics of Music Learners 7. Creative Research in Music, Visual Arts, Theater, and Dance 8. Computer-based Technology and Music Teaching and Learning SECTION FOUR: MUSICAL COGNITION 1. The Neurobiology of Music Cognition and Learning 2. Cognitive Constraints on Music Listening 3. The Development of Musical Abilities 4. Making Music and Making Sense of Music: Expressive Performance and Communication 5. Taking an Acquired Skills Perspective on Music Performance SECTION FIVE: SOCIAL AND CULTURAL CONTEXTS 1. The Sociology of Education and Connections to Music Education Research 2. Sociology of Music 3. Social Psychology and Music Education 4. Music, Culture, Curriculum and Instruction 5. Feminism, Feminist Research and Gender Research in Music Education 6. The Social Construction of Music Teacher Identity in Undergraduate Music Education Majors 7. Transforming Research in Music Education History 8. Music Transmission and Learning: A Conspectus of Ethnographic Research in Ethnomusicology and Music Education 9. Community Music: Toward an International Overview SECTION SIX: TEACHER EDUCATION Introduction: Fuzzy Teacher Education 1. Reform-minded Music Teachers: A More Comprehensive Image of Teaching for Music Teacher Education 2. Teaching as a Profession: Two Variations on a Theme 3. Changing Concepts of Teacher Education 4. Strengthening the Teaching of Music Educators in Higher Education 5. Research by Teachers on Teacher Education 6. Research in Music Student Teaching 7. Professional Development SECTION SEVEN: MUSIC EDUCATION CONNECTIONS Introduction: The Growing Impact of Partnerships: A Reason for Research 1. Policy Issues Connecting Music Education and Arts Education 2. The Evaluation of Arts Partnerships and Learning Through the Arts 3. The 'Use and Abuse' of Arts Advocacy and its Consequences for Music Education 4. Research in Visual Arts Education: Implications for Music Education 5. A Review of Research in Theater, Dance, and Other Performing Arts Education: Implications for Music SECTION EIGHT: NEUROSCIENCE, MEDICINE, AND MUSIC 1. Music and Neuroscience 2. Performing arts Medicine 3. Musicians' Health MIRIAM HENOCH, AND JOHN HIPPLE SECTION NINE: INSTRUMENTAL OUTCOMES 1. Nonmusical Outcomes of Music Education: Historical Considerations 2. Teaching Other Subjects Through Music 3. Research: A Foundation for Arts Education Advocacy SECTION TEN: RESEARCH DESIGN, CRITICISM, AND ASSESSMENT IN MUSIC EDUCATION 1. Philosophical Perspectives on Research 2. Maintaining Quality in Research and Reporting 3. Trends in Data Acquisition and Knowledge Development 4. Assessment's Potential in Music Education 5. Contemporary Issues in Qualitative Research and Music Education

Feelings of shame may contribute to music teachers and music teacher educators being unwilling to discuss needs and concerns for fear of being judged or seen as inadequate. Shame or fear of feeling shame can also lead individuals to withdraw or perpetuate negative behaviors. Although shame is often a natural part of the human experience, the diverse nature of the content in music education, the wide variety of learners in various music education spaces, and music teachers’ beliefs and practices can be sources of shame among music teachers. This article aims to start a conversation about shame in music education and help music educators and music teacher educators feel empowered to use shame resilience theory as a means of understanding and coping with feelings of shame.

Background: The overall importance of sleep, physical activity, and hobbies for the well-being and development of children is well known to the scientific and professional community. Methods and Objectives: We conducted a cross-sectional survey among 836 primary school children aged 11-15 years (from April 2019 to May 2019) in the Braničevo District. Data were collected on interests in art and sports, weekly hours spent on sports, sleep duration, BMI percentiles, and the prevalence of obesity. Statistical analysis was performed to determine mean values, standard deviations, medians, and distributions across different categories. This study aims to explore the interest in art and sports, weekly engagement in sports, sleep duration, and Body Mass Index (BMI) percentiles among a population sample of primary school children in the Braničevo District. Results: Gender distribution was nearly even, with 51.6% female and 48.4% male primary school children. The average BMI percentile was 50.05 ± 32.03. Additionally, 6.9% of participants were classified as obese (&gt;95th percentile). Regarding interests in art and sports, 36.6% of participants were interested in art, while 63.4% were not. In contrast, 53.8% of participants engaged in sports, while 46.2% did not. The average weekly hours spent on sports was 5.52 ± 4.47 hours. In terms of sleep duration, most participants (54.3%) reported sleeping 9-10 hours weekly, 38.6% reported 6-8 hours, 3.7% less than 6 hours, and 3.4% more than 10 hours. Conclusions: The findings indicate a higher interest in sports than in art among participants. Sleep duration varies widely, with a majority reporting sufficient sleep. BMI percentiles are normally distributed, but a small percentage of the population is obese. These insights can guide health and educational program development in the Braničevo District.

Improving children's diets is currently a government focus. However, fruit and vegetable consumption, a key target, is still far below the government guidelines of five portions per day. The present study aimed to assess the impact of engagement with the National Healthy Schools Programme (NHSP) on fruit and vegetable consumption in a sample of primary school children. A sample of 511 children, aged 7-9 years, who were attending 10 randomly selected schools in Hampshire, completed the Day in the Life Questionnaire, a validated 24-h recall method of dietary assessment. Fruit and vegetable intake in pupils attending schools engaged with the NHSP was compared with that of pupils attending schools not engaged with the programme. Children attending schools engaged with the NHSP ate a median of two (interquartile range, 0-8.0) portions of fruit and vegetables, compared to one portion (interquartile range, 0-8.0) consumed by pupils attending a school not engaged with the programme (P=0.001). Gender was also a significant predictor of fruit and vegetable consumption, with girls being 1.68 times more likely to consume 2.5 or more portions of fruit and vegetables. After adjustment for free school meal eligibility (as a measure of socio-economic status) and gender, pupils attending schools engaged with NHSP were twice as likely to eat 2.5 portions of fruit and vegetables or more per day. Engagement with the NHSP may be an effective way of increasing fruit and vegetable consumption in primary school children. Further evaluation of the programme is recommended to determine which aspects of the NHSP are successful in achieving this.

Behaviour disorders in urban primary school children in Dhaka, Bangladesh.

Розвиток музичної освіти у вибраних країнах Європи у XXI столітті