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Music Education Research Volume 19, 2017 - Issue 1
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Articles

Parental involvement in children’s independent music lessons

Rena Upitisa Faculty of Education, Queen’s University, Kingston, ON, CanadaCorrespondence[email protected]
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,
Philip C. Abramib Centre for the Study of Learning and Performance, Concordia University, Montreal, QC, CanadaView further author information
,
Julia Brooka Faculty of Education, Queen’s University, Kingston, ON, CanadaView further author information
&
Matthew Kinga Faculty of Education, Queen’s University, Kingston, ON, CanadaView further author information
Pages 74-98 | Received 18 Sep 2015, Accepted 30 May 2016, Published online: 13 Jul 2016

Citations (16)

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Read on this site (5)

Chunxiao Zhang, Bo-Wah Leung & Matthew D. Thibeault. (2023) A proposed model of parental behaviours of music practice: based on music majors’ retrospective views in mainland China. Music Education Research 25:5, pages 496-508.
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Kathleen M. Einarson, Eun Cho & Patricia D’Ercole. (2022) The parent role in Suzuki music lessons: experiences and perspectives shared by novice Suzuki parents. Music Education Research 24:5, pages 638-650.
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Dainora Daugvilaite. (2021) Exploring perceptions and experiences of students, parents and teachers on their online instrumental lessons. Music Education Research 23:2, pages 179-193.
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Rena Upitis, Philip C. Abrami, Wynnpaul Varela, Matthew King & Julia Brook. (2017) Student experiences with studio instruction. Music Education Research 19:4, pages 410-437.
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Rena Upitis, Philip C. Abrami, Julia Brook, Karen Boese & Matthew King. (2017) Characteristics of independent music teachers. Music Education Research 19:2, pages 169-194.
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Articles from other publishers (11)

Stephanie L R MacArthur, Jane W Davidson & Amanda E Krause. (2023) Interpreting 7-year-old beginner cellists’ experiences of practice. Research Studies in Music Education.
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Catherine Tardif, Hélène Boucher, Julie Lane & Audrey‐Kristel Barbeau. (2023) Music performance anxiety in children 9−12 years old in a music program. Psychology in the Schools.
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Zijia Cheng & Jane Southcott. (2022) Practice and learning the piano: Motivation and self-regulation. International Journal of Music Education 41:3, pages 345-357.
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Kathryn Ang, Clorinda Panebianco & Albi Odendaal. (2022) Parents and Group Music Lessons: A Role Theory Perspective for Music Teacher Educators. Journal of Music Teacher Education 32:3, pages 12-25.
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Cancan Cui. (2023) Measuring parental involvement as parental actions in children’s private music lessons in China. Frontiers in Psychology 13.
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Charlene Ryan, Hélène Boucher & Gina Ryan. (2023) Practice, Performance, and Anxiety: A Pilot Study on Student Perception of Parental Involvement and Formal Music Lessons. Music & Science 6, pages 205920432211450.
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Kari-Lynn Winters, Shelley M. Griffin & Linda Ismailos. 2023. Making Connections in and Through Arts-Based Educational Research. Making Connections in and Through Arts-Based Educational Research 257 269 .
Catherine Tardif, Hélène Boucher & Julie Lane. (2022) Bien-être en classe de musique d’élèves du primaire inscrits à un programme Arts-études. Revue musicale OICRM 9:2, pages 83.
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Santos Orejudo, Francisco Javier Zarza-Alzugaray, Oscar Casanova & Gary Edward McPherson. (2021) Social Support as a Facilitator of Musical Self-Efficacy. Frontiers in Psychology 12.
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Nataša Stipančević & Jovana Milošević. (2020) The influence of music culture teaching on the social-emotional development of younger school-age children. Norma 25:2, pages 281-298.
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Julia Brook, Rena Upitis & Wynnpaul Varela. (2017) Informal music making in studio music instruction: A Canadian case study. British Journal of Music Education 34:2, pages 153-167.
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