View More View Less
  • 1 Neveléstudományi Doktori Iskola, ELTE, 1075 Budapest, Kazinczy u. 23–27.
Restricted access
  • 1

    Abril, C. R. (2007) I Have a Voice but I just Can’t Sing: A Narrative Investigation of Singing and Social Anxiety. Music Education Research, 9/1. pp. 1–15.

  • 2

    Anning, A. (1988) Teachers’ Professional Learning. In: J. Calderhead (ed.) Teachers’ Theories about Children’s Learning. London, Falmer Press. pp. 128–145.

  • 3

    Asmus, E. P. (1986) Student Beliefs about the Causes of Success and Failure in Music: A Study of Achievement Motivation. Journal of Research in Music Education, 34/4. pp. 262–278.

  • 4

    Beswick, K. (2005) The Beliefs/Practice Connection in Broadly Defined Contexts. Mathematics Education Research Journal, 17/2. pp. 39–68.

  • 5

    Biasutti, M. (2010) Investigating Trainee Music Teachers’ Beliefs on Musical Abilities and Learning: a Qualitative Study. Music Education Research, 12/1. pp. 47–69.

  • 6

    Brändström, S. (1999) Music Teachers’ Everyday Conceptions of Musicality. Bulletin of the Council for Research in Music Education, 141. pp. 21–25.

  • 7

    Brickhouse, N. W. (1990) Teachers’ Beliefs about the Nature of Science and Their Relationship to Classroom Practice. Journal of Teacher Education, 41/3. pp. 53–62.

  • 8

    Burnard, P. (2003) “How Musical Are You?” – Examining the Discourse of Derision in Music Education. In: S. Leong (ed.) Musicianship in the 21st Century: Issues, Trends & Possibilities. Sydney, Australian Music Centre. pp. 28–38.

  • 9

    Calderhead, J. (1996.) Teachers: Beliefs and Knowledge. In: D. Berliner – R. Calfee (ed.) The Handbook of Educational Psychology. New York, Mc Millan. pp. 709–725.

  • 10

    Campbell, P. S. (2010) Songs in Their Heads: Music and Its Meaning in Children’s Lives. (2nd ed.) New York, Oxford University Press.

  • 11

    Clelland, P. (2006) Defining Ability. Music Teacher, 85/4. pp. 37–39.

  • 12

    Davis, M. (1994) Folk Music Psychology. The Psychologist, 7. p. 537.

  • 13

    Ernest, P. (1989) The Impact of Beliefs on the Teaching of Mathematics. In: P. Ernest (ed.) Math teaching: The State of the Art. New York, Falmer Press. pp. 249–254.

  • 14

    Evans, R. J. – Bickel, R. – Pendarvis, E. D. (2000) Musical Talent: Innate or Acquired? Perceptions of Students Parents, and Teachers. Gifted Child Quarterly, 44/2. pp. 80–90.

  • 15

    Falus I. (2001) A gyakorlat pedagógiája. In: Golnhofer Erzsébet – Nahalka István (ed.) A pedagógusok pedagógiája. Budapest, Nemzeti Tankönyvkiadó. pp. 15–27.

  • 16

    Fishbein, M. (1967) Attitudes and the prediction of behavior. In: M. Fishbein (Ed.), Readings in attitude theory and measurement (pp. 477–492). New York, Wiley.

  • 17

    Fives, H. – Buehl, M. M. (2008) What Do Teachers Believe? Developing a Framework for Examining Beliefs about Teachers’ Knowledge and Ability. Contemporary Educational Psychology, 33. pp. 134–176.

  • 18

    Golnhofer E. – Nahalka I. (eds) (2001) A pedagógusok pedagógiája. Budapest, Nemzeti Kiadó.

  • 19

    Hallam, S. (2006) Musicality. In: G. E. McPherson (ed.) The Child as Musician: A Handbook of Musical Development. New York, Oxford University Press. pp. 93–110.

  • 20

    Hallam, S. – Prince, V. (2003) Conceptions of Musical Ability. Research Studies in Music Education, 20. pp. 2–22.

  • 21

    Hallam, S. – Shaw, J. (2002) Construction of Musical Ability. Bulletin of the Council for Research in Music Education, 153/154. pp. 102–108.

  • 22

    Hewitt, A. (2006) A Q Study of Music Teachers’ Attitudes towards the Significance of Individual Differences for Teaching and Learning Music. Psychology of Music, 34/1. pp. 63–80.

  • 23

    Howe, M. J. A. – Davidson, J. W. – Sloboda, J. A. (1998) Innate Talents: Reality or Myth? Behavioral and Brain Sciences, 21. pp. 399–442.

  • 24

    Kagan, D. M. (1992) Implications of Research on Teacher Belief. Educational Psychologist, 27/1. pp. 65–90.

  • 25

    Lamont, A. (2002) Musical Identities and the School Environment. In: R. A. R. MacDonald – D. J. Hargreaves – D. Miell (eds): Musical Identities. Oxford, Oxford University Press. pp. 41–59.

  • 26

    Lane, A. M. (2007) Music Evaluation: A Research Study in Elementary Music Education. The Canadian Music Educator, 49/1. pp. 34–38.

  • 27

    Legette, R. M. (2002) Pre-Service Teachers’ Beliefs about the Causes of Success and Failure in Music. Update: Applications of Research in Music Education, 21/1. pp. 22–28.

  • 28

    Legette, R. M. (2012) In-Service Teacher Beliefs about the Causes of Success and Failure in Music. Bulletin of the Council for Research in Music Education, 192. pp. 75–81.

  • 29

    Mapana, K. (2011) The Musical Enculturation And Education of Wagogo Children. British Journal of Music Education, 28/3. pp. 339–351.

  • 30

    Monaghan, J. – Just, P. (2000) Social and Cultural Anthropology: A Very Short Introduction. Oxford, Oxford University Press.

  • 31

    Nespor, J. (1987) The Role of Beliefs in The Practice of Teaching. Journal of Curriculum Studies, 19/4. pp. 317–328.

  • 32

    Pajares, M. F. (1992. Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62/3. pp. 307–332.

  • 33

    Randles, C. (2011) “What Is a Good Musician?”: An Analysis of Student Beliefs. Arts Education Policy Review, 112/1. pp. 1–8.

  • 34

    Raths, J. (2001) Teachers’ Beliefs and Teaching Beliefs. Early Childhood Research & Practice, 3/1.

  • 35

    Richardson, V. (1996) The Role of Attitudes and Beliefs in Learning to Teach. In: J. Sikula (ed.) Handbook of Research on Teacher Education. (2nd ed.) New York, Macmillan. pp. 102–119.

  • 36

    Rokeach, M. (1968) Beliefs, attitudes, and values:a theory of organization and change. San Francisco, Jossey-Bass.

  • 37

    Ruddock, E. (2012) “Sort of in Your Blood”: Inherent Musicality Survives Cultural Judgement. Research Studies in Music Education, 34/2. pp. 207–221.

  • 38

    Shouldice, H. N. (2009) A Mixed Methods Investigation of K-12 Music Teacher Beliefs and Their Relationship to Teaching Practice. (Unpublished master’s thesis.) Ann Arbor, University of Michigan.

  • 39

    Shouldice, H. N. (2013) One Elementary Music Teacher’s Beliefs about Musical Ability: Connection to Teaching Practice and Classroom Culture. (Doctoral dissertation.) Michigan State University.

  • 40

    Sloboda, J. A. (1996) The Acquisition of Musical Performance Expertise: Deconstructing the “Talent” Account of Individual Differences in Musical Expressivity. In: K. A. Ericsson (ed.) The Road to Excellence. 107–126. Mahwah (NJ), Lawrence Erlbaum Associates.

  • 41

    Sloboda, J. (2005) Exploring the Musical Mind. New York, Oxford University Press.

  • 42

    Sloboda, J. A. – Davidson, J. W. – Howe, M. J. A. (1994) Is Everyone Musical? The Psychologist, 7. pp. 349–354.

  • 43

    Thompson, L. K. (2000) Freshmen Music Education Majors’ Preconceived Beliefs about the People and Processes Involved in Teaching. (Doctoral dissertation.) Retrieved from ProQuest Dissertations & Theses. (9983878)

  • 44

    Thompson, L. K. (2007) Considering Beliefs in Learning to Teach Music. Music Educators Journal, 93/3. pp. 30–35.

  • 45

    Van Zoest, L. R. – Jones, G. A. – Thornton, C. A. (1994) Beliefs about Mathematics Teaching Held by Pre-Service Teachers Involved in a First Grade Mentorship Program. Mathematics Education Research Journal, 6/1. pp. 37–55.

  • 46

    Vartuli, S. (2005) Beliefs: The Heart of Teaching. Young Children, 60/5. pp. 76–86.

  • 47

    Whidden, C. (2008) The Injustice of Singer/Non-Singer Labels by Music Educators. GEMS Gender, Education, Music & Society, 4. http://www.queensu.ca/music/links/gems/whidden5.pdf

  • 48

    Whidden, C. (2010) Hearing the Voice of Non-Singers: Culture, Context, and Connection. In: L. K. Thompson – M. R. Campbell (eds) Issues of Identity in Music Education: Narratives and Practices. Charlotte (NC), Information Age Publishing. pp. 83–107.

  • 49

    Zohar, A. – Degani, A. – Vaaknin, E. (2001) Teachers’ Beliefs about Low-Achieving Students and Higher Order Thinking. Teaching and Teacher Education, 17. pp. 469–485.

 

The author instruction is available in DOC.
Please, download the file from HERE.

 

Senior editors

Editor-in-Chief: Anikó Fehérvári

Editorial Board

  • Iván Bajomi (Eötvös Loránd Tudományegyetem)
  • Zsuzsanna Hanna Biró (Wesley János Lelkészképző Főiskola)
  • Anikó Fehérvári (Eötvös Loránd Tudományegyetem)
  • Katalin Forray R. (Pécsi Tudományegyetem)
  • Ildikó Hrubos (Budapesti Corvinus Egyetem)
  • Zoltán Györgyi (Debreceni Egyetem)
  • Tamás Kozma (Debreceni Egyetem)
  • Gergely Kováts (Budapesti Corvinus Egyetem)
  • Péter Lukács (Wesley János Lelkészképző Főiskola)
  • Péter Tibor Nagy (Wesley János Lelkészképző Főiskola)
  • István Polónyi (Debreceni Egyetem)
  • Géza Sáska (Eötvös Loránd Tudományegyetem)
  • Marianna Szemerszki (Oktatási Hivatal)
  • Krisztián Széll (Eötvös Loránd Tudományegyetem)
  • Gábor Tomasz (Oktatási Hivatal)
  • Zsuzsanna Veroszta (KSH Népességtudományi Kutatóintézet)

Institute: ELTE Neveléstudományi Intézet
Address: Kazinczy u. 23-27. H-1075 Budapest, Hungary
Phone: (06-1) 461-4500
Fax: (06-1) 461-4528

2020  
CrossRef Documents 29
CrossRef
Cites
3
CrossRef H-index 2

2019  
WoS
Cites
34
CrossRef
Documents
73

 

Educatio
Publication Model Gold Open Access
Submission Fee none
Article Processing Charge none
Subscription Information Gold Open Access

Educatio
Language Hungarian
Size B5
Year of
Foundation
1991
Publication
Programme
2020 Volume 29
Volumes
per Year
1
Issues
per Year
4
Founder Eötvös Loránd Tudományegyetem
Founder's
Address
H-1053 Budapest, Hungary Egyetem tér 1-3.
Publisher Akadémiai Kiadó
Publisher's
Address
H-1117 Budapest, Hungary 1516 Budapest, PO Box 245.
Responsible
Publisher
Chief Executive Officer, Akadémiai Kiadó
ISSN 1216-3384 (Print)
ISSN 1419-8827 (Online)