@article{
 title = {Sequential Patterns of Music Instruction and Learning to Use Them},
 type = {article},
 year = {1992},
 identifiers = {[object Object]},
 pages = {14},
 volume = {40},
 id = {673b9cef-de05-3ce1-b9dd-f4f52057c1dc},
 created = {2015-10-12T18:17:08.000Z},
 file_attached = {false},
 profile_id = {67edaefc-f885-37e4-bc00-882f4d80d81f},
 group_id = {0838b8f1-9c9e-3c79-8522-3879cfb89b62},
 last_modified = {2015-10-12T18:17:08.000Z},
 tags = {papers,rol profesor},
 read = {true},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 abstract = {Three experiments examined the effects of instruction, teaching practica, feedback from the course instructor, and videotaped self-observation on undergraduates' use of complete sequential patterns and sequential-pattern components. The complete sequential pattern is a teacher/student interaction sequence that follows the cyclical pattern of a teacher presenta- tion of a task to be learned, followed by student interaction with the task and teacher, and then specific praise and corrective feedback related to the task. This model has undergone continuous refinement, has been found to be present in music settings, and is preferred by music teachers. There were significant increases (p < .01) in subjects' use of complete sequential patterns as defined in each experiment, feedback, and in approvals and their specificity},
 bibtype = {article},
 author = {Price, Harry E.},
 journal = {Journal of Research in Music Education},
 number = {1}
}

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