Digital ethics in practice: implementing ethical principles to guide participatory use of videorecorded instrumental and vocal lessons in higher music education

In this study we reflect sustainable and responsible use of digital content in instrumental and vocal pedagogy. The aim of this contribution is to raise awareness of ethical principles toward responsible use of videography in instrumental and vocal (higher) teacher education and professional teachers’ development. Finally, our aim is to provide pedagogical recommendations for teachers in the ethically justifiable use of videorecorded instrumental and vocal lessons. We take into account the perspective and feelings of all stakeholders, as well as ambiguity, complexity and diversity in data interpretation

Facilitating collaborative professional development among instrumental and vocal teachers: a qualitative study with an Austrian Music School

This case study provides an in-depth investigation in a professional development project about facilitating collaborative reflection. This was led by a research team from the university with 13 instrumental music teachers from one music school in Styria (Austria) during 2019–2021 (including the initial COVID-19 pandemic). Research questions considered (1) the participants’ descriptions of the collaborative professional development, (2) participants’ uses of reflection tools and indications of their identification with workshop interventions, as well as factors responsible for the outcomes from the reflection tools; and (3) ways participants’ thinking and attitudes may have developed through the workshops, how they defined themselves as a group (if they did), and how they might have gained trust in one another. Inspired by the design-based research approach, practitioners and researchers worked closely together to enhance teaching and learning implementing interventions with collaborative reflections tools. While the first phase (11 workshops) was primarily led by the project-team, the second phase (7 workshops) was participant-led. Data included focus groups and discussion transcriptions from 18 workshops. The impetus of the study included the role of the director and the participants dealing with the interventions, and finally the participants’ descriptions of their experiences in the professionalization process. Literature included collaborative professional development, community of practice, learning communities, self-determined learning, reflective practice, and ethical considerations. Data were analyzed based on thematic analysis and gave rise to five following themes: forming group cohesion, inspiring and appreciating collaboration, bridging theory and practice, identifying deeper thinking and teachers as learners, addressing challenges and potentials during the COVID-19 pandemic, and finally finding the music school’s own identity and sense of importance. Findings highlight the importance of establishing meaningful collaborative reflection through appreciative communication and an atmosphere of trust and respect. To be able to make change in and with an institution, leadership members must be engaged as collaborative stakeholders on an eye-level; collaborative professional development can be used as a resource toward rethinking and reworking the identity of one’s music school and of teaching and learning. Institutions should provide space and continuity for such development. Finally, the study highlights that a collaborative reflective approach can contribute to professional and social growth

Large scale multifactorial likelihood quantitative analysis of BRCA1 and BRCA2 variants: An ENIGMA resource to support clinical variant classification

The multifactorial likelihood analysis method has demonstrated utility for quantitative assessment of variant pathogenicity for multiple cancer syndrome genes. Independent data types currently incorporated in the model for assessing BRCA1 and BRCA2 variants include clinically calibrated prior probability of pathogenicity based on variant location and bioinformatic prediction of variant effect, co-segregation, family cancer history profile, co-occurrence with a pathogenic variant in the same gene, breast tumor pathology, and case-control information. Research and clinical data for multifactorial likelihood analysis were collated for 1,395 BRCA1/2 predominantly intronic and missense variants, enabling classification based on posterior probability of pathogenicity for 734 variants: 447 variants were classified as (likely) benign, and 94 as (likely) pathogenic; and 248 classifications were new or considerably altered relative to ClinVar submissions. Classifications were compared with information not yet included in the likelihood model, and evidence strengths aligned to those recommended for ACMG/AMP classification codes. Altered mRNA splicing or function relative to known nonpathogenic variant controls were moderately to strongly predictive of variant pathogenicity. Variant absence in population datasets provided supporting evidence for variant pathogenicity. These findings have direct relevance for BRCA1 and BRCA2 variant evaluation, and justify the need for gene-specific calibration of evidence types used for variant classification

Large scale multifactorial likelihood quantitative analysis of BRCA1 and BRCA2 variants: An ENIGMA resource to support clinical variant classification

Abstract The multifactorial likelihood analysis method has demonstrated utility for quantitative assessment of variant pathogenicity for multiple cancer syndrome genes. Independent data types currently incorporated in the model for assessing BRCA1 and BRCA2 variants include clinically calibrated prior probability of pathogenicity based on variant location and bioinformatic prediction of variant effect, co-segregation, family cancer history profile, co-occurrence with a pathogenic variant in the same gene, breast tumor pathology, and case-control information. Research and clinical data for multifactorial likelihood analysis were collated for 1395 BRCA1/2 predominantly intronic and missense variants, enabling classification based on posterior probability of pathogenicity for 734 variants: 447 variants were classified as (likely) benign, and 94 as (likely) pathogenic; 248 classifications were new or considerably altered relative to ClinVar submissions. Classifications were compared to information not yet included in the likelihood model, and evidence strengths aligned to those recommended for ACMG/AMP classification codes. Altered mRNA splicing or function relative to known non-pathogenic variant controls were moderately to strongly predictive of variant pathogenicity. Variant absence in population datasets provided supporting evidence for variant pathogenicity. These findings have direct relevance for BRCA1 and BRCA2 variant evaluation, and justify the need for gene-specific calibration of evidence types used for variant classification. This article is protected by copyright. All rights reserved.Peer reviewe

Reformansätze der Klavierpädagogik im ersten Drittel des 20. Jahrhunderts

Zentraler Gegenstand der Untersuchung ist die Frage, wie Klavierunterricht theoretisch geplant und damit musikdidaktisch ausgerichtet ist. Als Quellen dienen deutschsprachige Handlungskonzepte bzw. Handlungsanweisungen zum Klavierunterricht. Die Eingrenzung auf die Zeit zwischen etwa 1900 und 1933 liegt darin begründet, dass ausgehend von der Jahrhundertwende, als Kristallisationspunkt innovativer und reformpädagogischer Strömungen, mit dem Ende der Weimarer Republik auch in der Klavierpädagogik eine didaktisch relevante Epoche abgeschlossen wird. Dennoch gehen die Grenzen fließend ineinander über. Das spezifisch „Moderne“ ist in vielen Aspekten vorbereitet. Nach 1933 geht die Zahl der Veröffentlichungen zu klavierpädagogischen Themen stark zurück oder wird ganz eingestellt. „Freie“ Autoren finden keine Verlagsmöglichkeiten mehr. Viele Pädagogen, vor allem diejenigen jüdischer Herkunft, finden keine Verlagsmöglichkeiten mehr, verlieren ihre Stellung oder müssen ins Ausland fliehen. So erklärt sich, warum viele in Vergessenheit gerieten. (DIPF/Orig.