Susan Hallam – författare

The second edition of The Oxford Handbook of Music Psychology updates the original landmark text and provides a comprehensive review of the latest developments in this fast-growing area of research. Covering both experimental and theoretical perspectives, each of the 11 sections is edited by an internationally recognised authority in the area.The first ten parts present chapters that focus on specific areas of music psychology: the origins and functions of music; music perception, responses to music; music and the brain; musical development; learning musical skills; musical performance; composition and improvisation; the role of music in everyday life; and music therapy. In each part authors critically review the literature, highlight current issues and explore possibilities for the future.The final part examines how, in recent years, the study of music psychology has broadened to include a range of other disciplines. It considers the way that research has developed in relation to technological advances, and points the direction for further development in the field. With contributions from internationally recognised experts across 55 chapters, it is an essential resource for students and researchers in psychology and musicology.

This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts.The contributors draw on multidisciplinary research from different cultures and contexts in order to set out the implications of music psychology for music education and music in the community. Highlighting the intersecting issues across education and community contexts, the book proposes new theories as well as offering important refinements to existing conceptual models. Split into six parts, it considers the role of music in society as well as for groups and individuals, and explores topics such as processing and responding to music; pedagogical and musical practices that support or pose challenges to the emotional, cognitive, social or physical wellbeing of learners and participants in a range of contexts; and ‘music in identity’ or ‘identity in music’. With the final part on future directions and the implications for professional practice in music education and music in the community, the book concludes by exploring how the two sectors might work more closely together within a post-COVID-19 world.Based on cutting-edge research from an international team, this is essential reading for anyone interested in music psychology, education and community, and it will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.

This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts.The contributors draw on multidisciplinary research from different cultures and contexts in order to set out the implications of music psychology for music education and music in the community. Highlighting the intersecting issues across education and community contexts, the book proposes new theories as well as offering important refinements to existing conceptual models. Split into six parts, it considers the role of music in society as well as for groups and individuals, and explores topics such as processing and responding to music; pedagogical and musical practices that support or pose challenges to the emotional, cognitive, social or physical wellbeing of learners and participants in a range of contexts; and ‘music in identity’ or ‘identity in music’. With the final part on future directions and the implications for professional practice in music education and music in the community, the book concludes by exploring how the two sectors might work more closely together within a post-COVID-19 world.Based on cutting-edge research from an international team, this is essential reading for anyone interested in music psychology, education and community, and it will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.

`Ability Grouping in Education will provide very useful and timley background for psychologists working with schools where setting or streaming is a major issue' - Educational Psychology in Practice

`With an anticipated audience of teachers and policymakers, this book is user-friendly, incorporating detailed research findings illustrated by graphs and tables. A summary is provided at the end of each chapter, offering an overview for the time-conscious wishing to skip through the engaging but largely illustrative statistics and quotations. However, a close reading has its rewards, as the extracts from teachers and students offer poignant insight into the enormous complexity and far-reaching implications of ability grouping' - Cath Lambert, Educational Review

In this book, the authors provide an overview of ability grouping in education. They consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping.

Selection by ability is a controversial issue, linked with conflicting ideological positions and reflected in strong differences of opinion about the merits of selective schooling. Educational systems under pressure to produce an educated workforce have led governments to look for ways of raising attainment, and grouping by ability is sometimes seen as an organizational solution.

Drawing on their own and others' research in primary and secondary schools, the authors provide an accessible analysis of the issues and latest research on ability grouping; as well as the implications of ability grouping for teachers, managers in education and the wider community.

This book is for students and practitioners taking courses in school effectiveness, education management, as well as educational psychologists and local authority professionals.

Judy Ireson is Senior Lecturer in Psychology and Special Needs at the Institute of Education , University of London, and Susan Hallam is in the Department of Psychology & Special Needs.

`Ability Grouping in Education will provide very useful and timley background for psychologists working with schools where setting or streaming is a major issue' - Educational Psychology in Practice

`With an anticipated audience of teachers and policymakers, this book is user-friendly, incorporating detailed research findings illustrated by graphs and tables. A summary is provided at the end of each chapter, offering an overview for the time-conscious wishing to skip through the engaging but largely illustrative statistics and quotations. However, a close reading has its rewards, as the extracts from teachers and students offer poignant insight into the enormous complexity and far-reaching implications of ability grouping' - Cath Lambert, Educational Review

In this book, the authors provide an overview of ability grouping in education. They consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping.

Selection by ability is a controversial issue, linked with conflicting ideological positions and reflected in strong differences of opinion about the merits of selective schooling. Educational systems under pressure to produce an educated workforce have led governments to look for ways of raising attainment, and grouping by ability is sometimes seen as an organizational solution.

Drawing on their own and others' research in primary and secondary schools, the authors provide an accessible analysis of the issues and latest research on ability grouping; as well as the implications of ability grouping for teachers, managers in education and the wider community.

This book is for students and practitioners taking courses in school effectiveness, education management, as well as educational psychologists and local authority professionals.

Judy Ireson is Senior Lecturer in Psychology and Special Needs at the Institute of Education , University of London, and Susan Hallam is in the Department of Psychology & Special Needs.

How does music affect our moods?What is the best way to develop musical skills?How does the definition of music vary between cultures?The Psychology of Music explores the important impact music has on our everyday lives, and its influence on society, groups and individual people. It demonstrates how music can benefit our intellectual functioning, and health and well-being, and examines musical ability as both a gift and something that can be developed through learning and practice.Music can enhance our understanding of humanity and modern life and The Psychology of Music shows us the significance of music, and the power it can have over our behaviour.

How does music affect our moods?What is the best way to develop musical skills?How does the definition of music vary between cultures?The Psychology of Music explores the important impact music has on our everyday lives, and its influence on society, groups and individual people. It demonstrates how music can benefit our intellectual functioning, and health and well-being, and examines musical ability as both a gift and something that can be developed through learning and practice.Music can enhance our understanding of humanity and modern life and The Psychology of Music shows us the significance of music, and the power it can have over our behaviour.

This book draws on new research exploring the practical experiences of schools and teachers who have used different kinds of grouping. Setting out the issues and discussing the strengths and weaknesses of different types of grouping, this book will help teachers decide which methods are most appropriate for their pupils. The authors offer step-by-step guidance to all aspects of grouping, including setting; streaming; within-class ability grouping; within-class mixed ability grouping; cross-age grouping; assessing and monitoring group placement; and how to implement different types of grouping. The book also discusses children's perceptions of the purposes of groups; moving between groups; and how to liaise with parents about their child moving groups. The book will be welcomed by trainees and teachers alike.

This book draws on new research exploring the practical experiences of schools and teachers who have used different kinds of grouping. Setting out the issues and discussing the strengths and weaknesses of different types of grouping, this book will help teachers decide which methods are most appropriate for their pupils. The authors offer step-by-step guidance to all aspects of grouping, including setting; streaming; within-class ability grouping; within-class mixed ability grouping; cross-age grouping; assessing and monitoring group placement; and how to implement different types of grouping. The book also discusses children's perceptions of the purposes of groups; moving between groups; and how to liaise with parents about their child moving groups. The book will be welcomed by trainees and teachers alike.

It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal.

It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal.