Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education

References

• Alexander, L., and L. Dorow. 1983. “Peer Tutoring Effects on the Music Performance of Tutors and Tutees in Beginning Band Classes.” Journal of Research in Music Education 31 (1): 33–47. doi:10.2307/3345108.
   Web of Science ®Google Scholar
• Baker, N. 2008. ‘The Effects of Peer Teaching on Undergraduate Music Majors’ Achievement and Attitude Toward Sight-Reading in the Group Piano Setting. PhD Thesis, Louisiana State University. https://digitalcommons.lsu.edu/gradschool_dissertations/3062/.
   Google Scholar
• Bergonzi, L. 1997. “Effects of Finger Markers and Harmonic Context on Performance of Beginning String Students.” Journal of Research in Music Education 45 (2): 197–211. doi:10.2307/3345580.
   Web of Science ®Google Scholar
• Bjøntegaard, B. 2015. “A Combination of one-to-one Teaching and Small Group Teaching in Higher Music Education in Norway – a Good Model for Teaching?” British Journal of Music Education 32: 23–36. doi:10.1017/S026505171400014X.
   Web of Science ®Google Scholar
• Casas-Mas, A., J. I. Y. Pozo, and I. Montero. 2014. “The Influence of Music Learning Cultures on the Construction of Teaching-Learning Conceptions.” British Journal of Music Education 31 (3): 319–342. doi:10.1017/S0265051714000096.
   Web of Science ®Google Scholar
• Cowden, R. 1972. “A Comparison of First and Third Position Approaches to Violin Instruction.” Journal of Research in Music Education 20 (4): 505–509. doi:10.2307/3343811.
   Google Scholar
• Darrow, A., P. Gibbs, and S. Wedel. 2005. “Use of Classwide Peer Tutoring in the General Music Classroom.” Update: Applications of Research in Music Education 24 (1): 15–26. doi:10.1177/87551233050240010103.
   Google Scholar
• Darrow, A., J. Novak, O. Swedberg, M. Horton, and B. Rice. 2009. “The Effect of Participation in a Music Mentorship Program on the Self-Esteem and Attitudes of at-Risk Students.” Australian Journal of Music Education 2: 5–16. Retrieved June 2, 2022, from https://eric.ed.gov/?id = EJ912418.
   Google Scholar
• Duran, D. 2017. “Learning-by-teaching. Evidence and Implications as a Pedagogical Mechanism.” Innovations in Education and Teaching International 54 (5): 476–484. doi:10.1080/14703297.2016.1156011.
   Web of Science ®Google Scholar
• Duran, D. 2018. “Aprendizaje Entre Iguales: Evidencias, Instrumento Para la Inclusión y Aprendizaje del Alumno que Ofrece Ayuda.” In Inclusión Educativa y Aprendizaje Cooperativo, edited by J. C. Torrego and C. Monge (Coords.), 173–199. Madrid: Editorial Síntesis.
   Google Scholar
• Duran, D., and C. Monereo. 2005. “Styles and Sequences of Cooperative Interaction in Fixed and Reciprocal Peer Tutoring.” Learning and Instruction 15: 179–199. doi:10.1016/j.learninstruc.2005.04.002.
   Web of Science ®Google Scholar
• Duran, D., J. Ribosa, and G. Sánchez. 2020. “Peer Tutoring for Improvement in Rhythm Reading Fluency and Comprehension.” International Journal of Music Education 38 (2): 299–312. doi:10.1177/0255761419898313.
   Web of Science ®Google Scholar
• Fernández-Barros, A., D. Duran, and L. Viladot. 2023. “Peer Tutoring in Music Education: A Literature Review.” International Journal of Music Education 41 (1): 129–140. doi:10.1177/02557614221087761.
   Web of Science ®Google Scholar
• Fernández-Barros, A., L. Viladot, and D. Duran. 2020. “Oídos a Pares. Un Proyecto de Tutoría Entre Iguales Para el Desarrollo de la Afinación y la Percepción Auditiva en el Alumnado de Violín y Viola.” Revista Electrónica de LEEME 45: 001–016. doi:10.7203/LEEME.45.16062.
   Google Scholar
• Galamian, I. 2013. Principles of Violin Playing and Teaching. New York: Dover Publications.
   Google Scholar
• Geringer, J., R. MacLeod, C. Madsen, and J. Napoles. 2015. “Perception of Melodic Intonation in Performances with and Without Vibrato.” Psychology of Music 43 (5): 675–685. doi:10.1177/0305735614534004.
   Web of Science ®Google Scholar
• Goodrich, A. 2007. “Peer Mentoring in a High School Jazz Ensemble.” Journal of Research in Music Education 55 (2): 94–114. doi:10.1177/002242940705500202.
   Web of Science ®Google Scholar
• Goodrich, A. 2018. “Peer Mentoring and Peer Tutoring among K–12 Students: A Literature Review.” Update: Applications of Research in Music Education 36 (2): 13–21. doi:10.1177/8755123317708765.
   Google Scholar
• Goodrich, A. 2020. “Counterpoint in the Music Classroom: Creating an Environment of Resilience with Peer Mentoring and LGBTQIA+ Students.” International Journal of Music Education 38 (4): 582–592. doi:10.1177/0255761420949373.
   Web of Science ®Google Scholar
• Green, E. 2010. Teaching Stringed Instruments in Class. New York: Alfred Music.
   Google Scholar
• Grunow, R., E. Gordon, and C. y Azzara. 2000. Jump Right in: The Instrumental Series – Composition Book one. New York: GIA Publications.
   Google Scholar
• Hayes, A., and K. Krippendorff. 2007. “Answering the Call for a Standard Reliability Measure for Coding Data.” Communication Methods and Measures 1: 77–89. doi:10.1080/19312450709336664.
   Google Scholar
• Heuser, F. 2011. “Ensemble-based Instrumental Music Instruction: Dead-end Tradition or Opportunity for Socially Enlightened Teaching.” Music Education Research 13 (3): 293–305. doi:10.1080/14613808.2011.603043.
   Web of Science ®Google Scholar
• Jacobson, C. 1998. “The Importance of Kinesthetic Perception in Playing in Tune.” American String Teacher 48 (3): 54–57. doi:10.1177/000313139804800309.
   Google Scholar
• Johnson, E. 2017. “The Effect of Symmetrical and Asymmetrical Peer-Assisted Learning Structures on Music Achievement and Learner Engagement in Seventh-Grade Band.” Journal of Research in Music Education 65 (2): 163–178. doi:10.1177/0022429417712486.
   Web of Science ®Google Scholar
• Johnson, C., and J. Geringer. 2007. “Predicting Music Majors’ Overall Ratings of Wind Band Performances: Elements of Music.” Bulletin of the Council for Research in Music Education 173: 25–38. https://www.jstor.org/stable/40319468.
   Google Scholar
• Johnson, D., and R. Johnson. 2009. “An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning.” Educational Researcher 38 (5): 365–379. doi:10.3102/0013189X09339057.
   Web of Science ®Google Scholar
• Kohut, D. 1973. Instrumental Music Pedagogy: Teaching Techniques for School Band and Orchestra Directors. New York: Prentice-Hall.
   Google Scholar
• Laux, C. 2015. “The Effect of a Tonic Drone Accompaniment on the Pitch Accuracy of Scales Played by Beginner Violin and Viola Students. “PhD Thesis, The Ohio State University. https://www.proquest.com/openview/97910f05f6200eceb96f01333b7e4dbf/1?pq-origsi-te = gscholar&cbl = 18750.
   Google Scholar
• Maag, R. 1974. “A Comparison of the Effectiveness of Pentatonic Versus Diatonic Instruction in the Intonation of Beginning String Students.” PhD Thesis, The University of Texas. https://www.proquest.com/openview/994b997a2f65518a10b8720e95e678e5/1?pqorigsi-te = gscholar&cbl = 18750&diss = y.
   Google Scholar
• Madsen, C. 2011. “Music Teacher Education Students as Cross-age Reading Tutors in an After-School Setting.” Journal of Music Teacher Education 20 (2): 40–54. doi:10.1177/1057083710371441.
   Google Scholar
• McBeth, W. F. 1972. Effective Performance of Band Music. New York: Southern Music Company.
   Google Scholar
• Morrison, S., and J. Fyk. 2002. “Intonation.” In The Science & Psychology of Music Performance, edited by R. Parncutt and G. McPherson, 183–197. New York: Oxford University Press.
   Google Scholar
• Núñez, M. 2002. “Comparison of Aural and Visual Instructional Methodologies Designed to Improve the Intonation Accuracy of Seventh Grade Violin and Viola Instrumentalists.” PhD Thesis, University of North Texas. https://www.proquest.com/openview/d2a6e4bc3c2f976d921b1aa0e674eaa4/1?pqorigsite = gscholar&cbl = 18750&diss = y.
   Google Scholar
• Randel, D. M., ed. 2003. The Harvard Dictionary of Music. New York: Harvard University Press.
   Google Scholar
• Roscoe, R., and M. Chi. 2007. “Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions.” Review of Educational Research 77 (4): 534–574. doi:10.3102/0034654307309920.
   Web of Science ®Google Scholar
• Salzberg, R. 1980. “The Effects of Visual Stimulus and Instruction on Intonation Accuracy of String Instrumentalists.” Psychology of Music 8 (2): 42–49. doi:10.1177/030573568082005.
   Google Scholar
• Scherber, R. V. 2014. “Pedagogical Practices Related to the Ability to Discern and Correct Intonation Errors: An Evaluation of Current Practices, Expectations, and a Model for Instruction.” Doctoral disser., The Florida State University).
   Google Scholar
• Seashore, C. E. 1967. Psychology of music. Ney York: Dover Publications.
   Google Scholar
• Sheldon, D. 2001. “Peer and Cross-Age Tutoring in Music.” Music Educators Journal 87 (6): 33–38. doi:10.2307/3399690.
   Google Scholar
• Sætre, J., and K. Zhukov. 2021. Let’s Play Together: Teacher Perspectives on Collaborative Chamber Music Instruction, 553–567. Music Education Research. doi:10.1080/14613808.2021.1979499
   Google Scholar
• Topping, K., C. Buchs, D. Duran, and H. y Van Keer. 2017. Effective Peer Learning: From Principles to Practical Implementation. New York: Routledge.
   Google Scholar
• Webb, R. 2015. “An Exploration of Three Peer Tutoring Cases in the School Orchestra Program.” Bulletin of the Council for Research in Music Education 203: 63–80. doi:10.5406/bulcouresmusedu.203.0063.
   Google Scholar
• Whitcomb, B. 2007. “Improving Intonation.” American String Teacher 57 (4): 42–45. doi:10.1177/000313130705700406.
   Google Scholar