Research in Action: Evidence-Based Strategies to Improve One-to-One Teaching

Abstract

This article is an application of learning theory to the studio teaching environment, discussing various evidence--based educational practices that can be applied for teachers with instrument--specific content knowledge, but little or no pedagogical training. Learning theories such as social constructivism, instructional scaffolding, and self--regulation are presented with practical examples of how they can be applied in the studio teaching environment. In addition, issues of student--teacher relationship and studio culture within the unique context of applied teaching serve to reinforce best practices and improve overall teaching.