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University of Warwick Institutional Repository University of Warwick institutional repository: http://go.warwick.ac.uk/wrap A Thesis Submitted for the Degree of PhD at the University of Warwick http://go.warwick.ac.uk/wrap/77735 This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. The Efficacy of Feedback in Pianoforte Studies by James Francis Haughton A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy Centre for Education Studies University of Warwick August 2015 1 Acknowledgements My special thanks to Dr Val Brooks for her continued support. 2 Declaration The research has been undertaken in accordance with University Safety Policy and Guidelines on Ethical Practice This thesis is my own work and I confirm that the content has not been submitted for a degree at another university. 3 Contents ABSTRACT --------------------------------------------------------------------------------------------------------------- 9 1. INTRODUCTION ---------------------------------------------------------------------------------------------------10 1.1 BACKGROUND TO THE RESEARCH ----------------------------------------------------------------------------- 10 1.2 LEARNING TO PLAY THE PIANO --------------------------------------------------------------------------------- 12 1.2.1 The Context of Teaching and Learning in Pianoforte Studies -------------------------------------------- 12 1.2.2 The Range of Skill Domains Inherent within Pianoforte Studies ---------------------------------------- 13 1.3 TEACHER EXPERIENCE AND TRAINING ---------------------------------------------------------------------- 15 1.3.1 Teaching Traditions in Pianoforte Studies ------------------------------------------------------------------- 15 1.3.2 Teacher Training in Pianoforte Studies ----------------------------------------------------------------------- 17 1.4 ASSESSMENT PRACTICE IN PIANOFORTE STUDIES ------------------------------------------------------ 18 1.5 DEVELOPING A SENSE OF PERSONAL AGENCY ----------------------------------------------------------- 20 1.6 IMPLICATIONS FOR THE CURRENT STUDY ------------------------------------------------------------------ 25 2. LITERATURE REVIEW ------------------------------------------------------------------------------------------30 2.1 INTRODUCTION -------------------------------------------------------------------------------------------------------- 30 2.1.1. Characteristics of Formative Assessment -------------------------------------------------------------------- 31 2.1.2 Literature Search -------------------------------------------------------------------------------------------------- 44 2.2 FORMATIVE FEEDBACK -------------------------------------------------------------------------------------------- 47 2.2.1 Some Characteristics of Effective Feedback ----------------------------------------------------------------- 47 2.2.2 The Relationship between Feedback and Students‘ Sense of Self --------------------------------------- 59 2.3 FEEDBACK, SELF EFFICACY, MOTIVATION AND SELF-REGULATION ----------------------------- 68 2.3.1 Feedback and Self-Efficacy ------------------------------------------------------------------------------------- 68 2.3.2 Feedback and Motivation --------------------------------------------------------------------------------------- 76 2.3.3 Feedback and the Development of Self-Regulation -------------------------------------------------------- 84 2.4 CONCLUSION ----------------------------------------------------------------------------------------------------------- 97 2.5 RESEARCH QUESTIONS --------------------------------------------------------------------------------------------- 99 3 METHODOLOGY ------------------------------------------------------------------------------------------------- 101 3.1 INTRODUCTION ------------------------------------------------------------------------------------------------------ 101 3.2 PHILOSOPHICAL AND THEORETICAL PERSPECTIVES ------------------------------------------------- 101 3.2.1 The Paradigm Wars in Educational Research-------------------------------------------------------------- 104 3.2.2 Ethical Considerations ----------------------------------------------------------------------------------------- 107 3.2.3 Validity ----------------------------------------------------------------------------------------------------------- 110 3.2.4 Triangulation ---------------------------------------------------------------------------------------------------- 115 3.2.5 Threats to Validity ---------------------------------------------------------------------------------------------- 117 3.2.6 Reliability -------------------------------------------------------------------------------------------------------- 120 3.3 RESEARCH DESIGN ------------------------------------------------------------------------------------------------- 122 3.3.1 The Case Study ------------------------------------------------------------------------------------------------- 123 3.3.2 Research Procedure -------------------------------------------------------------------------------------------- 126 3.3.3 The Pilot Study: Implications for the Main Study -------------------------------------------------------- 127 3.3.4 Sampling Strategy ---------------------------------------------------------------------------------------------- 133 3.3.5 Research Methods Employed --------------------------------------------------------------------------------- 137 3.4 DATA ANALYSIS ----------------------------------------------------------------------------------------------------- 144 3.4.1 Data Analysis Procedure -------------------------------------------------------------------------------------- 146 3.4.2 Content Analysis ------------------------------------------------------------------------------------------------ 147 3.4.3 Coding the Data ------------------------------------------------------------------------------------------------- 148 3.5 CONCLUSION --------------------------------------------------------------------------------------------------------- 152 4. RESEARCH FINDINGS ----------------------------------------------------------------------------------------- 154 4.1 INTRODUCTION ------------------------------------------------------------------------------------------------------ 154 4 4.2 CASE STUDY 1 -------------------------------------------------------------------------------------------------------- 155 4.2.1 Introduction to Mrs Mercer: Daniel‘s Teacher ------------------------------------------------------------ 155 4.2.2 Introduction to Daniel: Pianoforte Student ----------------------------------------------------------------- 156 4.2.3 The Provision of Feedback Highlighting Errors in Daniel‘s Lessons --------------------------------- 158 4.2.4 Feedback for the Purpose of Verification ------------------------------------------------------------------ 166 4.2.5 The Provision of Feed-Forward in Daniel‘s Lessons ----------------------------------------------------- 170 4.2.6 Identifying Discrepancies ------------------------------------------------------------------------------------- 174 4.2.7 Different Sources of Feedback and Feed-forward Utilised During Private Practice and Daniel‘sMotivation to Practise -------------------------------------------------------------------------------------- 176 4.2.8 Daniel‘s Efficacy Beliefs -------------------------------------------------------------------------------------- 181 4.2.9 Daniel‘s Self-regulation --------------------------------------------------------------------------------------- 185 4.2.10 The Overall Efficacy of Feedback in Case Study 1 ----------------------------------------------------- 188 4.3 CASE STUDY 2 -------------------------------------------------------------------------------------------------------- 190 4.3.1 Introduction to Mrs Freeman: Steven‘s Teacher ---------------------------------------------------------- 190 4.3.2 Introduction to Steven: Pianoforte Student ----------------------------------------------------------------- 191 4.3.3 The Provision of Feedback Highlighting Errors in Steven‘s Lessons --------------------------------- 192 4.3.4 Feedback for the Purpose of Verification ------------------------------------------------------------------ 198 4.3.5 The Provision of Feed-Forward in Steven‘s Lessons ----------------------------------------------------- 202 4.3.6 Identifying Discrepancies ------------------------------------------------------------------------------------- 205 4.3.7 Different Sources of Feedback and Feed-forward Utilised During Private Practice and Steven‘sMotivation to Practise -------------------------------------------------------------------------------------- 208 4.3.8 Steven‘s Efficacy Beliefs -------------------------------------------------------------------------------------- 213 4.3.9 Steven‘s Self-regulation --------------------------------------------------------------------------------------- 219 4.3.10 The Overall Efficacy of Feedback in Case Study 2 ----------------------------------------------------- 221 4.4 CASE STUDY 3 -------------------------------------------------------------------------------------------------------- 222 4.4.1 Introduction to Miss Marston: Gemma‘s Teacher --------------------------------------------------------
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