bluuebunny/crossref_metadata_2025_split huggingface dataset:
Mentoring Young Composers
Authors: Menard Elizabeth A. 
Published: January 2024

Abstract
Music composition is a problem-solving process that is important in the intellectual, social, and emotional development of children. However, music teachers often express concerns about including music composition instruction in traditional music classrooms. This chapter shares how music educators might reframe the process of “teaching” composition. A more effective approach to instruction may be to view it less as teaching and more as a process of mentorship. Mentorship of young composers can be viewed as a form of creative collaboration between teacher and student. Examples of composition mentorship are presented. Through examination of resources and mentorship programs, guidelines and strategies for effective mentorship of young composers are explored. The benefits of a collaborative mentorship process for both teachers and students is also discussed. In the collaborative mentorship process, both teachers and students develop greater confidence in their creative abilities and gain improved identity as composers.
Cultivating a Purpose-Driven Composition Pedagogy in General Music
Authors: Bylica Kelly 
Published: January 2024

Abstract
Through composition, music educators can help students cultivate a variety of skills and dispositions, including creativity, musical craftsmanship, and criticality. An educational climate that prioritizes the use of composition to benefit performance-based structures, however, can result in criticality and creativity being understood as secondary, only to be considered after students have mastered a particular set of functional skills. When both criticality and craftsmanship are developed in tandem, students may use composition to explore their own inquiries, helping them cultivate their voices alongside and in community with others. In this chapter, I explore how criticality and creativity can strike a balance with craftsmanship in composition, as students simultaneously explore musical development and engage in musical creation as a form of social response. I then place these ideas within the realm of general music at multiple levels, arguing for a notion of these classes as spaces where dispositions that are critical, creative, and artistic can be cultivated.
Refining and Expanding Music Composition Pedagogies
Authors: Webster Peter R. 
Published: January 2024

Abstract
This chapter offers bases for music composition pedagogy. Historical and more recent writings are surveyed in music composition pedagogy that are both conceptual and practical in nature. Ideas within music teaching philosophy, learning theory, and methodology are considered in building a pedagogy that recognizes the importance of blending knowledge and skills with creative affordance. Teachers of elementary and secondary education are the focus, however much of the content holds enormous significance for higher education, especially in terms of teaching preparation. The topic is considered within the context of contemporary scholarship about how best to teach music to others in the twenty-first century.
Culture, Creation, and Community in Hip-Hop Classrooms
Authors: Holden Lamont , Kruse Adam J. 
Published: January 2024

Abstract
There are many reasons that music educators might have for wanting to include Hip Hop in their teaching, ranging from relevance to representation, creativity to culturally responsive teaching, or disrupting Eurocentrism and decentering whiteness. While the reasoning might vary from context to context, these aims matter deeply and will influence the possibilities for providing inclusive and transformative music education spaces for students. In order to help music educators work toward meaningful engagements with their students through Hip Hop, we offer cultural, musical, and pedagogical considerations. We will break down elements of both instrumental backing tracks and lyric writing—or more colloquially, beats and rhymes. We include special attention to sampling, which is a less familiar musical practice for many music teachers. We also provide explanations around concepts of rap flow and the content of Hip Hop lyrics. Ultimately, we suggest that Hip Hop classrooms should prioritize youth knowledge and avoid dictating taste or limiting creative choices.
Composition in Band Classes
Authors: Doiron Matthew R. 
Published: January 2024

Abstract
This chapter aims to provide guidance for instrumental music teachers who want to teach students to create their own music. It begins with a brief examination of the rationale for including composition as a part of performing ensemble pedagogy as well as common challenges that often impede widespread implementation among music classrooms. The following sections focus on guidelines for adapting ensemble rehearsals into a safe and productive space for teaching composition. The chapter continues with five different composition activities with examples of student work and concludes with guidelines and suggestions for assessing student compositions. Learning to compose is a perceptual challenge, one that involves learning to hear with greater depth and recognition. Re-focusing teaching in this direction can have a profound effect on students and can reinvigorate a teacher’s passion to be more musically creative.
Interactive Composing in School Jazz Ensembles
Authors: Owens Douglas T. 
Published: January 2024

Abstract
The instrumental jazz ensemble has traditionally presented students an opportunity to study and perform a variety of jazz traditions. Improvisation is central to the music; while many students have participated in the creative activity of improvisation, opportunities should be created for students to compose music for the jazz ensemble. This chapter is approaches composition at the beginner, intermediate, and advanced levels of skill development. Composing in the beginning jazz ensemble integrates listening examples with the teaching and rehearsal of jazz style, articulation, rhythm, syncopation, harmony, chord progressions, improvisation, etc. With these foundations established, intermediate composers use guided and independent listening in partnership with composition projects that explore melodic and rhythmic interpretation in various styles. The discussion of expanded harmonic and melodic ideas including motivic development, additional modes, chord progressions, etc., is included. An added focus on the role of the rhythm section instruments is also desirable as students benefit from discussing piano and guitar comping styles, bass line construction, drum set fills, rhythmic set-ups, and the importance of the rhythm section as a foundational section of the jazz ensemble. Much of this information is organized effectively in various jazz ensemble performance method books for the beginning and intermediate jazz students. While these may no longer be an essential guide for advanced composers, the music being studied and rehearsed can inform their compositional processes. The importance of listening, the learning of additional musical styles, and experimentation with contemporary techniques and instrumentation will be emphasized.
Composition Pedagogy in Australia
Authors: Crawford Renée 
Published: January 2024

Abstract
Music education in the hands of an educator who intimately understands the artistry of the discipline has the power to develop crucial intrinsic and extrinsic attributes in students. Research studies in Australia and internationally provide compelling evidence about the potential of music education to develop students’ academic, personal, and social development skills and knowledge. Despite this strong empirical research, music and the arts are often one of the first disciplines to be omitted from school programs and curriculum. This chapter challenges the current rhetoric about what should be considered essential and non-essential learning so that education authorities are compelled to make considered and informed decisions that include providing young people the opportunity to engage with a quality music education and experience a holistic learning approach. Composition pedagogy and creativity in music education are explored through a series of case studies underpinned by Crawford’s (2008 and 2014) multidimensional/non-linear teaching and learning model.
Composition Pedagogy in the Czech Republic
Authors: Zouhar Vít 
Published: January 2024

Abstract
This chapter focuses on the current state of composition pedagogy in the Czech Republic. Based on the recent research and professional literature, it presents historical starting points and methodology of individual artistic composition pedagogy and general music-oriented group composition pedagogy. It describes their different goals, objectives, and methodology. Influential historical composers’ schools have been contrasting with a lack of teaching books for the individual artistic composition pedagogy. Methodological texts on group composing are contrasting with the absence of separate composition activities in curricular materials for general music education. These conditions determine two main streams of Czech composition pedagogy and the roles and functions of artistic and general music education. The expanding meaning of the term “composition” offers new possibilities for composing in general music education and non-formal education. It is presented on the methodology of the Different Hearing program. Practical stimuli for group composing and best practice activities by educators and composers are concluding this chapter.
Composition Pedagogy in Finland
Authors: Partti Heidi 
Published: January 2024

Abstract
The chapter discusses the aims and practices of composing in the Finnish formal music education system. It provides an overview of how composition is situated within the system by introducing and exploring the role of composition in basic education and extracurricular music education. It examines more closely how music educators are equipped to facilitate musical composition. Finally, the author turns to the wider question of possibilities opened up through musical composition in educational contexts. The chapter puts forward a suggestion that viewing composing as a creative activity available to everyone holds great potential for not only musical meaning-making, but also for cultural participation and the building of a shared future between people from diverse backgrounds and with different starting points—not only in Finland but also elsewhere in the world.
Everyone Can Make Music Creatively
Authors: Akutsu Taichi 
Published: January 2024

Abstract
The chapter focuses on Japanese music education in schools and partly in kindergarten, exploring how creative music-making was implemented in the Japanese music education curriculum. First, the chapter overviews the Asian concept of creativity as a foundation to implement creative music-making in Japan. Next, the study also investigates the process of implementing creative music-making by interviewing Professor Yukiko Tsubonou, one of the leading scholars in the realm of creativity in music education, who contributed to the design of the Japanese curriculum with ongakudukuri. Finally, the chapter draws an explicit connection between Japanese creative music-making and composition pedagogy in a practical manner. The elements of the structured musical play, imitation, call and response, and the connections between music listening and creative music-making were illustrated by introducing actual cases of the lessons as examples of ongakudukuri in Japan.
Music Creators on Creating Music
Authors: Stauffer Sandra L. 
Published: January 2024

Abstract
What motivates composers? Where do their ideas come from? How do they create the music that they make? And how did they learn to do what they do? In this chapter, twelve composers describe their diverse experiences in music, the pathways to their careers as composers, and their insights about the creative process. They also reflect on their own early music learning experiences, the ways they generate ideas, what encourages or discourages the creative impulse, and the help of mentors, teachers, and musician collaborators. Their commentaries reflect their work in different genres, styles, and music industries. They conclude by offering suggestions for students and teachers.
Legitimacy and Evidence-Based Policy
Authors: Tankebe Justice , Bottoms Anthony 
Published: January 2024

Abstract
To say that a system of power or the action of a powerholder is legitimate is to say that it commands recognition as being rightful. This necessarily requires a view of legitimacy as a social—rather than a psychological—concept, involving continuous dialogues with multiple audiences in particular situational contexts. In this chapter, the authors first discuss citizens’ “basic legitimation expectations” (BLEs), which, if continuously fulfilled, can help to build and sustain the legitimacy of criminal justice systems. Second, they discuss why legitimate criminal justice matters not only as a mechanism for achieving institutional objectives of crime prevention but, just as importantly, as a condition for citizens to achieve their valued functionings. Third, they differentiate between organizational structures—fragile, resilient, and anti-fragile—based on the impact of rare but unforeseen events on their legitimacy. Finally, they identify certain principles that can help to develop resilient and anti-fragile legitimacy in criminal justice agencies. These include developing structures and practices that are ready for the unexpected, take seriously the pluralistic nature of legitimacy, develop an awareness of their effects on citizens’ functionings, are sufficiently flexible to permit the reversing of policy where necessary, and are always willing to learn from mistakes.
Rehabilitation for Enduring Change
Authors: Rocque Michael 
Published: January 2024

Abstract
Since Robert Martinson’s famous declaration that there was little evidence on the effectiveness of rehabilitation, correctional research on what works to reduce recidivism has proliferated. There is a vast body of literature indicating that programs and interventions, when applied appropriately in prison or in the community, can be effective. Intervention approaches with relatively strong evidence include (1) educational/vocational, (2) cognitive-behavioral therapy, (3) substance use/abuse, and some evidence for (4) sex offender programs. However, there is a large amount of variability in the results of evaluations, and the sources of that variability need to be interrogated. While there is increasingly good evidence about the effectiveness of correctional programming, much more rigorous evidence is necessary for both prison- and community-based interventions. Further, to truly assess rehabilitation, which implies “enduring change,” corrections should take a desistance-focused approach and expand the measurement of outcomes and of follow-up time frames.
Using Research to Inform Services for Victims of Crime
Authors: Turanovic Jillian J. , Kuper Julie L. , Masters Mackenzie 
Published: January 2024

Abstract
Victims of crime often experience numerous difficulties coping with trauma and navigating the criminal justice process. To help mitigate these challenges, victim service programs have been developed. Despite the exponential growth in victim service programs over the past several decades, relatively little is known about “what works” in the field of victim services. This chapter reflects on the state of the literature by describing victim services, the forms of assistance that are typically offered, and their use. Principles of effective victim services and evidence-based programs and practices for responding to victims of crime are discussed. We conclude with a discussion of challenges in the identification and implementation of evidence-based practice, and put forth several directions for future research.
Applying What We Know and Building an Evidence Base
Authors: Donohue John J. 
Published: January 2024

Abstract
While discerning the gun safety measures that can reduce the problem of American gun violence is methodologically challenging, a growing body of evidence has strengthened the conclusion that the instrumentality effect in part explains why the United States is such an outlier among affluent nations in overall homicides and mass shootings, while not standing out in terms of overall crime. An increasing number of empirical studies buttresses the view that restrictions on assault weapons and large-capacity magazines, as well as restrictions on carrying guns outside the home and on access to firearms (along with determined efforts to enforce these restrictions), can provide meaningful benefits. At the same time, potent political and economic forces try to undermine this evidence and reject its claims. Indeed, the expanded interpretation of the Second Amendment adopted in the recent US Supreme Court Bruen decision—which specifically held that empirical evidence on the impact of gun safety regulation is irrelevant—may take many beneficial policy measures off the table.
Translational Criminology and Evidence-Based Policy and Practice
Authors: Telep Cody W. 
Published: January 2024

Abstract
Translational criminology focuses on efforts to bring findings from research into policy and practice. Translational work thus serves as a link between the generation of research evidence and the application of that evidence to policy and practice. This chapter reviews what is known about translational criminology, focusing first on practitioner receptivity to research and then on what has been learned about increasing practitioner and policymaker research utilization. These prior findings suggest a number of key mechanisms that can assist in translational efforts, including dissemination work, partnerships, influential peers, facilitators for learning about research, and rewards and incentives. The chapter highlights recent case studies from crime and justice utilizing these mechanisms to translate research findings, particularly to policing and correctional practice. While there is a growing body of work on translational criminology, there remain important gaps, especially surrounding what works best to translate findings into successfully implemented evidence-based policies and practices.
Implementation Science for Evidence-Based Policy
Authors: Fixsen Dean L. , Van Dyke Melissa K. , Blase Karen A. 
Published: January 2024

Abstract
Assuring that public policy produces intended public benefits is a persistent challenge for state and federal governments. Policy impact evaluations in human services consistently point to little or no population benefits. This chapter describes Active Implementation as the missing link in the policy to administration to service chain and provides a more purposeful and hopeful approach to public policy designed to improve enactment in practice. Active Implementation is an evidence-based approach to assuring the full and effective use of evidence-based programs and other innovations in practice. The chapter offers specific advice for including knowledge regarding implementation practice and science in legislation and policy, departmental administration, and service sectors. Implementation-informed legislation, implementation-informed departmental regulations and funding methods, and implementation-supported contracted services can substantially increase the return on investment in a broad range of human service programs.
Toward System-Level Change, Population Impacts, and Equity
Authors: Schindler Holly S. 
Published: January 2024

AbstractEvidence-based policymaking has resulted in a number of promising programs. However, these programs have faced challenges in reproducing positive impacts when brought to scale. Further, the evidence-based policy movement has had some unintended consequences, including incentivizing statistical significance over meaningful change, average impacts over discovering subpopulation impacts, and rigidity in implementation over flexibility and cultural relevance. These and other threats to scaling have impeded progress toward achieving equitable population impacts. This chapter aims to take a closer look at how the social sciences can advance toward this goal, drawing on lessons learned from the early childhood field, implementation science, collective impact, and human-centered design.
Diversion
Authors: Smith Roger S. 
Published: January 2024

Abstract
This chapter reviews the emergence and development of youth diversion and addresses the question of how we define and measure its achievements. Recurrent features of diversion are identified, such as the tension between minimum intervention and a preventive program–based approach. This enables us to focus on outcomes (intended and unintended), definitions of success, and how these are measured and evaluated. The chapter initially outlines the history of juvenile/youth diversion in the United Kingdom. Building on this, the chapter considers parallel developments in the United States and internationally, before moving on to report and reflect on the available reported evidence. The chapter develops a critique of evaluation models that concentrate primarily on reoffending as the principal success criterion for diversionary initiatives, and argues instead for approaches to research and evaluation grounded in realist analysis of system effects and wider consequences such as the potential for reinforcing or alternatively challenging discriminatory practices and impacts.
Evidence-Based Innovations in Juvenile Probation
Authors: Myers David L. , Orts Kelly 
Published: January 2024

Abstract
Virtually all youth who enter the juvenile justice system interact with a juvenile probation officer while progressing through various stages of court processing. In recent decades, juvenile probation departments have adopted a number of evidence-based programs and practices. The use of risk and needs assessment is common, although using assessment results to match youth with research-supported services remains a work in progress. While a number of juvenile programs have been determined through research to be “effective” or “promising,” access to these programs is uneven, and various ineffective or harmful programs continue to exist. Disproportionate minority contact also continues, including in probation caseloads. Although there have been significant evidence-based advancements, there are several ongoing areas for improvement with regard to juvenile probation operations and innovation.
Birds of a Feather?
Authors: Tostlebe Jennifer J. , Sanchez Jose Antonio 
Published: January 2024

Abstract
Gang membership has a robust relationship with crime and violence, leading scholars to take an interest in examining the sources of gang joining. One understudied line of inquiry is individual differences, which are rank-order or time-stable characteristics that vary between people. One reason for this lack of attention is the debate around whether researchers should examine individual differences at all. This chapter takes stock of studies conducted on individual differences and gang joining to determine their relevance for research. First, the chapter provides an overview of the state dependence and population heterogeneity perspectives for gang joining. Next, it reviews research conducted on 11 individual differences spanning 50 studies and the authors determine that research at the individual level is ultimately worth pursuing. However, conclusions must be interpreted with caution due to neglected theorizing on the relationship, lack of longitudinal research, and minimal empirical studies conducted. Finally, the chapter charts directions for future research on this topic.