The role of perceived self-efficacy in the development of musical ability: what can the study of successful musicians tell us about teaching music to able children?

The role of perceived self-efficacy is important to human social development and to learning in general, but how it relates to music talent development is not well understood. This article explores the concept of perceived self-efficacy as it relates to the development of musical talent by considering what is meant by the concepts of high ability in music and self-efficacy, and by discussing the results of interviews with successful professional musicians. The interview data suggest the need for four aspects of self-efficacy to be present in order to fully develop talent: individual judgement of capability; a belief that outcomes are tied to individual actions; self-regulation of activities related to learning; and persistence in the face of difficulties. The implications of this for music teaching are also discussed

Engaging students in critical thinking through information competency assessment: A single group repeated measures design / Lleuvelyn Areglado Cacha

This study investigated the extent to which critical thinking could be promoted through question based framework via information competency assessment. The ability to evaluate information’s credibility using critical thinking is key indicator of information competency. The study set out to determine strategies how critical thinking transpired through infusion of information competency into content instructions to encourage critical thought processes and authentic learning. An assessment tool is required where students are empowered to challenge ideas, investigate complex information problems, and look for workable solutions integrating information technology capabilities. Prior to commencing the study, a range of online assessment tools used in universities abroad including iSkills and iCritical Thinking Certification of ETS are reviewed to gain insights into best instructive practices that encourage critical thinking in research, evaluation, creation and communication of information. Using questioning or problem-based approach in the constructivist and cognitive framework the study has established that technology integration supports higherlevel cognitive processes as it increases student’s effective interaction with information. A repeated measures design is used with pre-test/post-test and investigative searching assessment to determine the degree of learning and evidence of critical thinking skills resulting from the web based assessment of information competency. The design manipulates the impact of instructional strategies for furthering critical thinking through active engagement with problem solving exercises in steady progression of information competency skills. Initial sample consisted 21 Masters of Library and Information Science graduate students, of whom 3 did not complete, with strongly varying academic backgrounds, professional experience and with different levels of competence participated in this study. The practical relevance of using repeated measures design, employing the same group of participants in every assessment is clearly supported by the current findings. It makes sense to get information from a single group of graduate students through multiple benchmark assessments across a five-month semester course “Information Needs and Behaviour”. Students’ intense participation in multiple cognitive skills assessment activities allows researcher to check perspectives that facilitate understanding through descriptive qualitative strategies. Utilizing the strategy of supplementing quant itative with qualitative methods lessens perceptibly the amount of time it takes to collect multiple-data in different ways to describe accurately the phenomenon under study. Quantitative data included scores through repeated measures design of pretest/posttest, and a foreign based investigative searching assessment. While qualitative data utilized descriptive means, open-ended questions, interviews to capture participants’ perceived challenges and learning experience further evidenced from student learning portfolios to verify improvement of their critical thinking. The results corroborated with participants’ responses that purposeful assessment activities that involved well thought out evaluation of information’s credibility and significance can increase their cognitive abilities to problem solve and make informed decisions regardless of their starting point or aptitude level. Findings signified that individual students can make an amount of improvement through active learning engagement on tasks that trigger further inquiry and careful evaluation that sharpen critical thinking. Finally, the study has given an account that web based assessment of information competency can be an invaluable tool for encouraging critical thinking as evidenced by assessment results and participants’ responses. It provides the means to practice and increase awareness of their critical thinking to improve the outcomes of their thought processe

Narratives of occupational therapy students from the Philippines on virtual internship

Virtual internships became an alternative work-based learning for the continuity of education affected by the pandemic. This transition made an impact on the internship experience of Filipino students, particularly the occupational therapy students in delivering services. Occupational therapy (OT) is a client-centered profession that focuses on the therapeutic use of activities in treating impairments that hinder an individual’s occupational participation. This study aims to explore experiences of OT interns from CALABARZON, a region in the Philippines during virtual internships. A phenomenological study approach was utilized. Six (6) OT interns from different universities in CALABARZON participated in a focus group discussion via ZOOM video conferencing platform. Data collected were recorded, transcribed, and analyzed through thematic analysis. Five themes emerged: (1) preparation to virtual internship through bridging programs; (2) positive experiences, attitudes, and practices in virtual internship; (3) perceived advantages and disadvantages of virtual internship; (4) challenges and additional demands in virtual internship; and (5) preview of real occupational therapy through virtual internship.&nbsp