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Factors that affect performance proficiency. Edition No. 1

  • ID: 1912809
  • May 2009
  • 92 Pages
  • VDM Publishing House
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Achieving proficient performance is a central goal in
learning, and
educators often set expectations for what forms it
should take. But
strategies need to be learned in order for students
to complete the
journey to proficient performance, and effective
teaching of these
skills is often given much less attention. The result
is that teachers
easily overlook or minimize the significance of
deficiencies in
students' ability to use appropriate learning
strategies, and instead
"teach to the test." Piano practice is one domain
within which factors
that affect performance proficiency can be assessed.
The practice
strategies used by intermediate piano students having
learning styles are identified and assessed by
external examiners.
Relationships that exist between strategies used in
practice and
other areas of learning are investigated, as well as
to the effects of
attitude, motivation, and ownership of learning on
practice. This
investigation should be useful to educators and
students interested
in a case study of the influence of formative
learning strategies on
proficient performance.

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Will, Lammers.
Will Lammers has taught high school sciences and instrumental
music for 17 years. He
is also a church musician and worship leader. Educated at Calvin
College (B.Sc., 1991),
The Royal Conservatory of Music (A.R.C.T., 1998), and Brock
University (M.Ed., 2006),
he believes that using strategies for learning will give it
purpose and proficiency.

Note: Product cover images may vary from those shown
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Note: Product cover images may vary from those shown



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