Musical identities mediate musical development

This article has two main aims. The first is to identify those aspects of developmental psychology as a whole that are most useful in trying to explain musical development in particular. The second is to develop the central argument that the study of people's musical identities is an essential part of the explanation of their musical development. The article is organized as follows. The first section summarizes the main theoretical perspectives on musical development since the 1980s. The second section provides representative examples of empirical research from three broad areas—cognitive, social, and affective— and then looks at the cognitive aspects of musical development and learning: This was the predominant emphasis of developmental studies in the 1980s. The third section focuses on the social aspects of musical development, which have come to include the study of personality. The fourth section considers the development of the affective aspects of musical behavior, that is, those concerning emotion

The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning

There has been considerable research concerning peer interaction and the acquisition of children's scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children's scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget's (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children's learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning

The negotiation and co-construction of meaning and understanding within a postgraduate online learning community

There is an increasing development of courses and course components taught through teaching and learning dialogues online yet there is little secure knowledge regarding the educational quality and outcomes of these dialogues. Drawing on contemporary socio-cultural research, this paper adapts a well-established analytical framework (see Mercer, 1995) that has been developed to understand face to face educational dialogues to the new context of asynchronous electronic conferencing. The work reported is derived from an in-depth case study of a tutorial group of 11 students enrolled on a course within the Open University's MA in Open and Distance Learning. The course was taught on-line to an international cohort of students from wide-ranging academic backgrounds. The analyses of electronic conference archives presented here focus on understanding the students’ on-line collaborative work and the ways in which they constructed meaning, negotiated shared understanding and supported each other in the process of learning at a distance. The implications of the findings for educational practice are considered

Arts Education of Pupils with Special Educational Needs: Objectives and Principles

Nepriklausomybės laikotarpiu prasidėjusią neįgaliųjų integraciją Lietuvoje keičia įtraukiojo (inkliuzinio) ugdymo poreikis. Atliekami moksliniai tyrimai, analizuojantys, kaip keičiasi visuomenės požiūris į negalią turinčius žmones, tiriama meno įtaka neįgaliųjų socializacijai, stiprinama juridinė šių asmenų ugdymo bazė. Meninio ugdymo dalykai (muzika, dailė, šokis, teatras) taip pat padeda ugdyti mokinių kompetencijas, reikalingas mokymuisi ir bendravimui, kūrybingai saviraiškai, komunikacijai ir individo vidinei darnai. Straipsnio tikslas – pasitelkiant mokslinės literatūros analizės metodą išryškinti specialiųjų ugdymosi poreikių turinčių mokinių meninio ugdymo tikslus ir principus.Changes in society, democratisation of education enable to shift towards persons with disabilities, in order to integrate them into society without causing discomfort neither the person, nor those around him. Categorization of disabilities and disorders according to medical criteria does not meet the educational objectives of pupils with special educational needs, as both developmental disorders and learning difficulties create the variety of abilities, needs and interests of pupils in the class. Such variety refers to school for all pupils, to involving (inclusive) education. According to the results of surveys, although the pupils with special educational needs are involved in general education, the teacher still remains alone with his philosophy and methods, without being offered an opportunity for cooperation, consultancy support, which is one of conditions for success in the involving (inclusive) education. Lack of systematic research is still observed, which brings out the didactics issues of art education of pupils with special educational needs, therefore, the analysed scientific problem is relevant. The objectives of special art education are focused not only on the pupils having special educational needs, but also to the surrounding people – teachers, classmates, family, society, and even more, to their mutual interactions. Such change of didactic goals reveals the new art education principles. The subjects of the article are the didactic goals and principles, educating the pupils with special needs by art. Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner’s family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs

Convalescent plasma in patients admitted to hospital with COVID-19 (RECOVERY): a randomised controlled, open-label, platform trial

Background: Many patients with COVID-19 have been treated with plasma containing anti-SARS-CoV-2 antibodies. We aimed to evaluate the safety and efficacy of convalescent plasma therapy in patients admitted to hospital with COVID-19. Methods: This randomised, controlled, open-label, platform trial (Randomised Evaluation of COVID-19 Therapy [RECOVERY]) is assessing several possible treatments in patients hospitalised with COVID-19 in the UK. The trial is underway at 177 NHS hospitals from across the UK. Eligible and consenting patients were randomly assigned (1:1) to receive either usual care alone (usual care group) or usual care plus high-titre convalescent plasma (convalescent plasma group). The primary outcome was 28-day mortality, analysed on an intention-to-treat basis. The trial is registered with ISRCTN, 50189673, and ClinicalTrials.gov, NCT04381936. Findings: Between May 28, 2020, and Jan 15, 2021, 11558 (71%) of 16287 patients enrolled in RECOVERY were eligible to receive convalescent plasma and were assigned to either the convalescent plasma group or the usual care group. There was no significant difference in 28-day mortality between the two groups: 1399 (24%) of 5795 patients in the convalescent plasma group and 1408 (24%) of 5763 patients in the usual care group died within 28 days (rate ratio 1·00, 95% CI 0·93–1·07; p=0·95). The 28-day mortality rate ratio was similar in all prespecified subgroups of patients, including in those patients without detectable SARS-CoV-2 antibodies at randomisation. Allocation to convalescent plasma had no significant effect on the proportion of patients discharged from hospital within 28 days (3832 [66%] patients in the convalescent plasma group vs 3822 [66%] patients in the usual care group; rate ratio 0·99, 95% CI 0·94–1·03; p=0·57). Among those not on invasive mechanical ventilation at randomisation, there was no significant difference in the proportion of patients meeting the composite endpoint of progression to invasive mechanical ventilation or death (1568 [29%] of 5493 patients in the convalescent plasma group vs 1568 [29%] of 5448 patients in the usual care group; rate ratio 0·99, 95% CI 0·93–1·05; p=0·79). Interpretation: In patients hospitalised with COVID-19, high-titre convalescent plasma did not improve survival or other prespecified clinical outcomes. Funding: UK Research and Innovation (Medical Research Council) and National Institute of Health Research

Tocilizumab in patients admitted to hospital with COVID-19 (RECOVERY): a randomised, controlled, open-label, platform trial

Background: In this study, we aimed to evaluate the effects of tocilizumab in adult patients admitted to hospital with COVID-19 with both hypoxia and systemic inflammation. Methods: This randomised, controlled, open-label, platform trial (Randomised Evaluation of COVID-19 Therapy [RECOVERY]), is assessing several possible treatments in patients hospitalised with COVID-19 in the UK. Those trial participants with hypoxia (oxygen saturation <92% on air or requiring oxygen therapy) and evidence of systemic inflammation (C-reactive protein ≥75 mg/L) were eligible for random assignment in a 1:1 ratio to usual standard of care alone versus usual standard of care plus tocilizumab at a dose of 400 mg–800 mg (depending on weight) given intravenously. A second dose could be given 12–24 h later if the patient's condition had not improved. The primary outcome was 28-day mortality, assessed in the intention-to-treat population. The trial is registered with ISRCTN (50189673) and ClinicalTrials.gov (NCT04381936). Findings: Between April 23, 2020, and Jan 24, 2021, 4116 adults of 21 550 patients enrolled into the RECOVERY trial were included in the assessment of tocilizumab, including 3385 (82%) patients receiving systemic corticosteroids. Overall, 621 (31%) of the 2022 patients allocated tocilizumab and 729 (35%) of the 2094 patients allocated to usual care died within 28 days (rate ratio 0·85; 95% CI 0·76–0·94; p=0·0028). Consistent results were seen in all prespecified subgroups of patients, including those receiving systemic corticosteroids. Patients allocated to tocilizumab were more likely to be discharged from hospital within 28 days (57% vs 50%; rate ratio 1·22; 1·12–1·33; p<0·0001). Among those not receiving invasive mechanical ventilation at baseline, patients allocated tocilizumab were less likely to reach the composite endpoint of invasive mechanical ventilation or death (35% vs 42%; risk ratio 0·84; 95% CI 0·77–0·92; p<0·0001). Interpretation: In hospitalised COVID-19 patients with hypoxia and systemic inflammation, tocilizumab improved survival and other clinical outcomes. These benefits were seen regardless of the amount of respiratory support and were additional to the benefits of systemic corticosteroids. Funding: UK Research and Innovation (Medical Research Council) and National Institute of Health Research

Studio Based Composers in Collaboration: a Socioculturally Framed Study

This paper presents research from an ongoing study analyzing the co-creative practice of two undergraduate studio based music composers working with two peers from dance and video production. Whilst empirical research has explored joint creativity and group working processes within and across performing arts disciplines (including music), situations that bring undergraduate studio based composers into interdisciplinary collaborative creating have not previously been studied. Framed by a sociocultural theory of human activity, this research is looking at how creative achievement and the local social context for creative work is constituted through interaction. This paper explains the sociocultural methods used to build a sequential analysis of joint activity, presenting an extracted analysis before concluding with a summary of some early observations of the issues music technology students can face when creating new work collaboratively

'Learning to collaborate, to learn': editorial introduction

[About the book] The study of collaborative learning has a relatively brief history, yet there have been notable changes in the nature of the research being undertaken in this field. Initially, the primary aim was to determine whether and when collaborative learning was more effective than learning alone and there is a substantial body of empirical evidence demonstrating that, whilst not an educational panacea, it can have positive effects of social interaction for learning. More recently, however, interest has shifted away from considering just the outcomes and products of collaborative work, towards analyzing the interactions themselves. This shift to a more process-oriented account of productive group-work has brought with it an interest in understanding the nature of productive talk and joint activity and researchers have attempted to identify interactional features which are important for learning and cognitive change. Researchers with different theoretical backgrounds and different methodological approaches have emphasized different facets of interaction with some highlighting the important role of conflict, others that of planning, negotiation, exploratory talk, transactive dialogue and so on. The book brings together contributions from researchers, working across Europe and North America, who have interests in collaborative learning. The work presented here is united through the contributors' shared desire to understand and promote educationally productive collaborative work, whilst investigating this in diverse ways, for example with respect to the particular contexts, learning communities and the age of the learners being studied–from Introductio