The Effect of Attentional Focus on Singing Voice Quality: Towards the Interdisciplinary Experimental Investigation of Singing Pedagogy

Instructional methods employed by teachers of singing are mostly drawn from personal experience, personal reflections, and methods encountered in their own voice training (Welch & Howard, 2005). Even in Academia, singing pedagogy is one of the few disciplines in which research of teaching/learning practice efficacy has not been established (Crocco, et al., 2016). This dissertation argues the reason for this deficit is a lack of operationalization of constructs in singing, which, to date has not been undertaken. The researcher addresses issues of paradigm, epistemology, and methodology to suggest an appropriate model of experimental research towards the assessment of teaching/learning practice efficacy. A study was conducted adapting attentional focus research methodologies to test the effect of attentional focus on singing voice quality in adult novice singers. Based on previous attentional focus studies, it was hypothesized that external focus conditions would result in superior singing voice quality than internal focus conditions. While the hypothesis was partially supported by the data, the researcher welcomed refinement of the suggested research model. It is hoped that new research methodologies will emerge to investigate singing phenomena, yielding data that may be used towards the development of evidence-based frameworks for singing training.

Knowing What to Do: School Focus, Teacher Morale, and Teacher Turnover

This study explored how schools’ focus – the collective perception among teachers of clarity and consistency regarding school goals, expectations, and priorities – related to schoolwide morale and school turnover rates. I examined the hypothesis that focus attenuates the deleterious effects of student misconduct on teacher morale and the contributory role of student misconduct leading to teacher turnover. In addition, I examined climate strength regarding perceptions school focus as an indicator of focus itself, as well a potential moderating effect of climate strength on the magnitude of school focus-school morale and school focus-turnover relationships. Data from a national sample of middle and high schools (N schools = 348, N teachers = 11,376) were analyzed using school-level multiple regression models. Schools with higher focus had significantly higher morale, independent of related perceptions of administrative leadership. No significant relationship was found between school focus and school turnover rates. The hypothesized moderating effect of focus on student misconduct and morale was not supported, though there was a significant indication that focus attenuated the positive relationship between student misconduct and turnover. Climate strength of school focus ratings significantly correlated with focus scores, but did not moderate relationships between focus and predicted outcomes. Findings suggest that school-level focus does represent a characteristic of schools that has a meaningful positive relationship with teacher morale but do not necessarily clarify how that relationship manifests in schools or if that relationship presents an avenue for intervention.

PHYTOPLANKTON AND NUTRIENT DYNAMICS WITH A FOCUS ON NITROGEN FORM IN THE ANACOSTIA RIVER, IN WASHINGTON, D.C. AND WEST LAKE, IN HANGZHOU, CHINA

Nutrient loading has been linked with severe water quality impairment, ranging from hypoxia to increased frequency of harmful algal blooms (HABs), loss of fisheries, and changes in biodiversity. Waters around the globe are experiencing deleterious effects of eutrophication; however, the relative amount of nitrogen (N) and phosphorus (P) reaching these waters is not changing proportionately, with high N loads increasingly enriched in chemically-reduced N forms. Research involving two urban freshwater and nutrient enriched systems, the Anacostia River, USA, a tributary of the Potomac River feeding into the Chesapeake Bay, and West Lake, Hangzhou, Zhejiang Province, China, was conducted to assess the response of phytoplankton communities to changing N-form and N/P-ratios. Field observations involving the characterization of ambient phytoplankton communities and N-forms, as well as experimental (nutrient enrichment) manipulations were used to understand shifts in phytoplankton community composition with increasing NH4+ loads. In both locations, a >2-fold increase in ambient NH4+:NO3- ratios was followed by a shift in the phytoplankton community, with diatoms giving way to chlorophytes and cyanobacteria. Enrichment experiments mirrored this, in that samples enriched with NH4+ lead to increased abundance of chlorophytes and cyanobacteria. This work shows that in both of these systems experiencing nutrient enrichment that NH4+ supports communities dominated by more chlorophytes and cyanobacteria than other phytoplankton groups.