Christopher B.

Williams

Developmental Standards Project

Developmental Standards Project

Christopher B. Williams
EDPS 250
Swanson

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Christopher B. Williams

Developmental Standards Project

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Introduction
I am a future music educator. It will soon be my job to work with children who have a passion
for world of music, and those who might just be curious to see what music can bring to them.
More important than teaching music, my goal as a music educator will be to teach life lessons
through the performance of music. I wish that every student will leave my program a better
person. The purpose of this Developmental Standards project is to demonstrate my
understanding of InTASC Standard #1, the Indiana Department of Education All-Grade
Standards, and the Ball State School of Musics approach to being a comprehensive music
educator.
InTASC Standard #1 States:
The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Concepts in development:
1. Structured After-School Activities as A Moderator of Depressed Mood for
Adolescents with Detached Relations to Their Parents.
2. The Role of Arts Participation in Students Academic and Nonacademic
Outcomes: A Longitudinal Study of School, Home, and Community Factors
3. Motivation and engagement in music and sport: Testing a multidimensional
framework in diverse performance settings.
4. Conceptions of Adolescent Friendship Quality in Sport and Music Domains.

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5. Bullying at Elementary School and Problem Behavior in Young Adulthood: A

study of bullying, violence and substance use from age 11 to age 21.
6. 'A Home away from Home': The World of the High School Music Classroom.
7. Motivation to Study Music in Australian Schools: The Impact of Music
Learning, Gender, and Socio-Economic Status.
8. Depression and Self-Esteems Impact on Motivation and Achievement
9. Friendship, Bullying, and Environment.

Developmental Research #1
Structured After-School Activities as A Moderator of Depressed Mood for Adolescents
with Detached Relations to Their Parents.
It is well known that extracurricular activities can be beneficial to adolescent students in
numerous ways. Structured after-school activities are highly looked upon and encouraged in
middle and high school settings for this reason. A 2002 study of 539 Swedish 8th grade students
show just exactly how important these activities can be concerning mental health and depression.
The study looked at a sample of Swedish students who were both involved and not involved in
structured after-school activities, also considering the factor of whether or not they were close to
their parents. The study began with showing that there was a strong correlation between a poor
relationship with parental figures, and level of depressed feelings. Parental relations were rated
by level of communication, level of knowledge/interest in childs activities, and the amount of
time performing shared activities. It was shown that children with high levels of detachment to
their parents showed higher levels of depressed moods, especially in females (Mahoney,

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Schweder, & Stattin 2002). It was then shown that in this same distribution of students, when
sorted by 1.) No Participation 2.) Participation and 3.) Participation, High Leader Support,
students who were involved in structured after-school activities with a high level of support from
the groups leader showed considerably lower levels of depressed mood (Mahoney et al., 2002).
The results were especially notable in males. It should be noted that in addition to mental health
benefits, these extracurricular activities also provide lifelong lessons in teamwork, problem
solving, assertiveness, and competition (Berk, 2008).

Instructional Decision #1:

This study showed me the importance of having a structured group to act as a home away from
home during adolescence. This is especially true when a certain percentage of students actual
homes are not suitable for proper emotional development. When I begin teaching, I will be lucky
enough to be in charge of many structured after-school activities that share the same student
body. I want to be able to provide a home for some of these more emotionally at risk students
that come into my department, like many of the music educators I have worked under have done
for me over the years. I will be in charge of multiple programs including but not limited to:
Marching Band, Jazz Ensembles, Indoor Percussion, Indoor Winds, Winterguard, Musical
Orchestras, and Symphony Orchestras. Through these structured activities I will strive to develop
a culture in the department that is family and team oriented, including students of all cultural and
social backgrounds in indoor and outdoor settings (AG 1.4, 5.1).

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Developmental Research #2:

The Role of Arts Participation in Students Academic and Nonacademic Outcomes: A
Longitudinal Study of School, Home, and Community Factors
In a study more specific to the fine arts in a school environment, we can see how students
enrolled in fine arts classes (either as part of a curriculum, or as an extracurricular activity)
developmentally differ from those who do not, in both academic and non-academic ways. The
study of 643 Elementary and High School students in Australia shows multiple findings in favor
of students who are active in arts education. Arts education in this case includes all music, art,
culinary, and creative writing classes. In the study, it was shown that students who are enrolled
in arts classes typically perform better academically, but that it was much more prevalent that
school districts that funded in-school arts classes more heavily had much higher academic
success overall from their student body (Martin et al., 2013). These are great results for arts
education advocators, but should not overshadow the results of arts students development
outside the confines of school. It was shown that arts programs are the greatest opportunity in an
educational setting for students to expose themselves to identity-related developmental settings
that can assist in positive self-esteem, life satisfaction, and a sense of meaning and purpose
(Martin et al., 2013). This self-esteem boost is key to any students confidence to perform well
academically, and have a healthy social, physical and mental health (Berk, 2008).
Instructional Decision #2:
Self-esteem is arguably the most important factor in any childs life. Self-esteem is everything.
When a student wakes up in the morning and gets out of bed, is he or she getting out of bed
happy to be themselves? If the answer is no, then the rest of the day is already lost. The student

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will not perform academically to his or her potential, and the child will not have a healthy mental
state or social life. It is my goal as an instructor to give my students tools to help them feel like
they not only matter in this world, but that they can accelerate in whatever they choose to do
(AG 1.1, 1.3). As a music teacher, I will mainly focus on these tools being based around music
performance, and the goal setting and achievement that comes along with it. Group building
exercises and games will help students feeling of self-worth by helping to feel like they are a
part of something bigger than themselves. For example, a band I used to work with would do an
annual scavenger hunt around the school in an effort to get more familiar with the area. Students
would be placed into groups, and have to take pictures at all of the different places the clues
eluded to. When they got back together, they made a big silly slideshow of all the pictures that
were taken, and it seemed to bring the group a bit closer as a whole.
Developmental Research #3:
Motivation and engagement in music and sport: Testing a multidimensional framework in
diverse performance settings.
The following study looked at 224 classical musicians and 239 athletes in Australia, and tested
each participant based on their multidimensional model of motivation and engagement. Both
musicians and athletes are considered performers in the most basic of forms, but the type of
performance varies drastically when looking at the specific needs of each activity. This study
wants to see if both performance settings showed above average results in the areas of
motivation and engagement. They found that data confirms in both music and athletic settings,
performers have higher levels of self-efficacy, planning, task-management, and persistence to
achieving goals (Martin, 2008). They also found in these performance settings more constructive
forms of anxiety, and failure avoidance. Most people who came to say these traits play a major

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part in their lives, say that it is used a motivation rather than a possible consequence. It is of
relevance that the results between music and sports samples were predominately invariant
(Martin, 2008). It can be noted that these performers more than likely found their success
through positive reinforcement during the mastery process. When looking at achievement based
goals in the education world, it is always important to address failure with positive
reinforcement. For example, I believe that you can do better than that, versus That was not
very good at all (Berk, 2008).
Instructional Decision #3:
As a music educator, I would be working against myself if I was teaching students who didnt
want to achieve goals together. An effective music educator should be able to give any student a
reason to want to achieve excellence. It is the teachers responsibility to get to know each
student, and learn what motivates them all individually, and as a group. Positive reinforcement is
a great way to keep students motivated when going through a particularly tough time mastering a
concept. Creating a culture where students feel they are all responsible for each others success is
also key in achieving team-based excellence (AG 5.2). The key to succeeding as a group is to
have everybody accountable for their own individual work, and aware that the individual is the
only thing each student truly has control of (AG 3.16). A teacher has to always believe in his
students, and be their biggest cheerleader in constructive ways. Most importantly, if a teachers
students are not achieving at the level they are expected to, it is never their fault. The first thing
you must do is assess what you can do better for them as a teacher. You can have motivation
without achievement, but never achievement without motivation. A music department that has a
culture to work toward a common goal together is the only way you will ever truly reach out to
students and show them what they can learn past the music.

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Developmental Research #4:

Conceptions of Adolescent Friendship Quality in Sport and Music Domains.
The goal of this study was to measure and compare the quality of friendship and motivational
beliefs between peers who are involved in sport and music activities. The study took 366
students who were currently active in both sport and music activities, and put them through a
measurement system to standardize and rank domain-specific friendship quality, enjoyment,
motivational orientation, perceived competence, and anxiety (Phillips, 2016). Through these
repeated measures, they found that all participants had a high level of friendship quality between
peers involved in these activities, however found them to be higher in friendships through sports.
This was also true for traits like group motivational orientation (Phillips, 2016). It is explained,
however that this is to be expected when looking at the similarities and differences between the
two domains. Sports and music are arguably the two most popular group activities for youth, and
both offer skill-based performance opportunities that hold social evaluation by peers, teachers,
parents and spectators. Music activities however, are not always competitive or associated with
youth popularity. Youth learn skills needed for sports in a group setting, whereas music students
are more likely to learn and develop their skills in a private setting (Phillips, 2016). This is the
best explanation for why music students friendship intimacy and group motivational levels are
lower than peers active in the sporting domain, and appropriately so.
Instructional Decision #4:
Friendship and teamwork will play an integral role in the success of my students. While I cannot
teach friendship, I can provide opportunities through musical performance to let already existing
bonds between students flourish into high quality friendships. Relationships between students

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can provide all kinds exposure to cultural diversity (AG 1.4). All interactions between students in
my classes will in one way or another help develop social skills, decision making, involvement
in risky behaviors, and goal setting (AG 1.3). This is such a unique kind of learning that is not
involved in any other kind of in-school curriculum. Students often dont have opportunities to
learn from one another in other core classes like math and science. Peers that are in groups like
sports teams and musical ensembles not only benefit from these same principles, but also share
bonds through the achievement of a common goal. The closest relationships in humans are those
who have experienced adversity together (Berk, 2008). For example, members of my marching
music ensembles will face long hours of rehearsal, through extreme weather, and physical strain
all in an effort to have the best last performance possible. The bonds between these students are
extremely strong when together having put in hundreds of hours just to perfect an 8 to 12-minute
performance. The culture between these students, especially when put into a competitive setting,
sparks and interest to motivate individual achievement. In other words, every person in the team
is working towards supporting everybody elses individual success, a trait that is often reversed
in the real world.
Developmental Research #5:
Bullying at Elementary School and Problem Behavior in Young Adulthood: A study of
bullying, violence and substance use from age 11 to age 21.
This study took place over 11 years, looking at the correlation between students in grade 5 who
reported being bullied, and those same students at age 21. The study measures the relation to
early childhood bullying and drug/alcohol abuse. The study subsequently found that those
students who were bulled in elementary and middle school a had a statistically significantly
higher chance of being at-risk to fall victim to abuse of illegal drugs, and heavy drinking (Kim,

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Catalano, Haggerty, & Abbot, 2011). It was also shown that these same subjects had higher rate
of incarceration for violent crimes than those who didnt report bullying in elementary school. It
was even shown that after accounting for other unrelated risk factors, these results still were
found to be significant (Kim, 2011). At the end of the study, the authors suggest that early
intervention to prevent childhood bullying may reduce chances of these negative outcomes later
in life (Kim, 2011).
Instructional Decision #5:
As a music educator I have a unique opportunity to help prevent bullying. As I said before, my
overall goal as a music teacher is to reach out to students and use what they are learning in my
class to leave the program better people. I believe that music programs can save lives, and give
direction and self-meaning to students who are at risk of becoming something they dont
necessarily want to become. Children who grow up in homes that dont support social
development will look for this support in other places like school (Berk, 2008). Just making
myself available for my students to come to for help and guidance, and by leading by example
while teaching can make the difference between a student who is getting bullied falling into or
staying out of bad habits. I also have the power in my own ensembles to control bullying that is
already happening. For example, I can set aside time in my lessons to bring in guest speakers to
discuss the social consequences of bullying. These guest can include clinicians or police officers,
and even supplemental informational videos. While I might be able to help tame bullying and
hazing within my own classrooms, I will not be able to eradicate it from the world. As an
educator it is my responsibility to provide a safe place for victims of bullying to come when they
need guidance or shelter, and teach them the skills needed to help defend themselves from

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getting into risky situations (AG 5.1, 5.4). We will discuss healthy classroom environments in
the next study.
Developmental Research #6:
'A Home away from Home': The World of the High School Music Classroom.
This study interviewed 60 high school music students extensively on why they joined musical
ensembles, what motivates them to stay, and the value that these programs give to the students
that partake in them. When students were asked why they joined, answers included a range of
general interest in music, family history, influence from friends, and even career aspirations in
the music industry (Adderly, Kennedy, & Berz, 2003). When talking about how other classmates
in the school look upon music students, it was said that music students are generally viewed as
intelligent, but felt underappreciated (Adderly et al., 2003). When asked what they got out of
performing in programs, they answered with both academic and non-academic reasons. Students
mentioned how they felt they were better off in school because of their involvement in music,
but that they also got a lot of life skills out of being involved in music (Adderly et al., 2003).
Students also noted that performing in music ensembles offered an emotional outlet for people to
express themselves in ways unique only to music. Finally, when asked about social benefits from
music, students answered that they looked forward to going to music classes, as it was a place
where they could get away from traditional school work and interact with their peers. They said
they made many friendships through their participation in music, and felt it was a welcoming
environment to those who decide to participate (Adderly et al., 2003).

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Instructional Decision #6:

Environmental setting is something that can be tied into every facet of teaching. It is important
for every student to feel safe, welcomed, and set up for success in any class. I found this study to
be pretty normal for a musical setting. It is well known from band to band that the music
department is a place that is nurturing to students creativity, and allows for them a social
environment during school hours that they wouldnt be able to experience unless active in other
extracurricular activities (AG 2.3). I would like to offer to my students the same thing that was
offered to me when I was in high school, and that is a place where they belong no matter who
they are (AG 5.1). A place to come to school early to practice, a place to eat lunch and converse
with friends in a safer environment, and a place to stay after school and create music. Much like
the title of this study, it is very possible some students that come through my program will not
have a healthy home situation, and will need something like what I want to provide in order to
develop into adulthood correctly. Children will inherently look for other role models when they
dont have any at home (Berk, 2008). Some specific things I can do to support this is to make
sure to arrive at school early and stay later than I need to, so that students will always have an
opportunity to reach out when they need to. During class, or when students can see me working,
I need to always lead by example in my work ethic, time management skills, and overall selfdevelopment. Programs like NAfME and IMEA will provide me with opportunities to take my
students out for an educational and musical trip, while I also get professional development.
Hosting evens every now and then to help combat bullying, improve youth and police relations,
self-defense, or healthcare practices are all things I can do to supplement music learning and
make sure I provide the best environment possible for my students.

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Developmental Research #7:

Motivation to Study Music in Australian Schools: The Impact of Music Learning, Gender,
and Socio-Economic Status.
This studys primary purpose was to tell if there is a correlation between students who are active
in music, and students who are motivated to perform well academically. The study also checks to
see if gender or socioeconomic status play a major role as a variable in the results. The study
questioned a total of 2,727 students ranging from grades 5-12. The study asked if students were
involved in music, and how so. It asked about level of interests and performance in specific
classes like math, English and science. There were large discrepancies in academic competence
beliefs, importance, and interest that were related to the large range of years surveyed. Responses
of older students said they were less competent due to increasing levels of difficulty in classes.
However, it is to be noted that music learners reported significantly higher levels of academic
competence as well as interest in academic subjects than their non-musical counterparts
(McPherson, Osborne, Barrett, Davidson, & Faulkner, 2015). This advantage was seen across all
grades and genders. Music student competence in language classes was higher in secondary
grade level students, while music student competence in math classes was higher in primary and
intermediate grade level students (McPherson et al., 2015). It was shown that the value of music
as a subject in school was much lower in those students with a high SES background, and 40.8%
of the students who reported interest in learning a musical instrument were from lower SES
backgrounds (McPherson, 2015).

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Instructional Decision #7:

Motivation is a key component to a successful classroom. In its most basic sense: You can lead
a horse to water, but you cant make it drink. I think it is important to note that in this study,
students who have worked in musical settings before have a much higher interest level and
competency in other non-musical academic subjects. I like to think this has to do with music
teachers instilling a high standard of excellence into what they teach. Being exposed to an
environment where good isnt good enough, over time, will create a greater overall motivation
to achieve excellence in everything they do in and outside of the music classroom. This can even
bleed into creating resiliency in children who are not set up for success at home, be it
emotionally, physically, or economically (AG 2.10). Students can apply these high standards to
overcome adversity and get to a place in life they want to be. This ties in directly to what the
study had to say about low SES students, and their high levels of interests to be a part of
something structured like music classes (Berk 2008). Low SES students can benefit from music
in numerous ways. Things I can do as an educator to ensure my students stay motivated and have
a high level of personal excellence is to lead by example. Students will lose their respect over
you in an instant if they catch you doing something that you have advised them against yourself.
Also, your students will never care how intelligent you are, and will not listen to what you have
to say until they are fully aware how passionate you are about what you are trying to give to
them through music. This alone can help motive the least likely students to work harder.

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Developmental Research #8:

Depression and Self-Esteems Impact on Motivation and Achievement.
It is near impossible to become motivated to do anything useful when you face depression and
self-esteem issues. Its all that will be on your mind. Students in Middle School through High
School primarily suffer most commonly from depression and anxiety (Berk, 2008). These issues
can overcome a students willpower to operate a normal day to day life. When this is that case,
there is little to no chance a student can become motivated to achieve something when her own
hierarchy of needs is not met. This, taken from Maslows Hierarchy of Life Needs (Berk, 2008).
As an educator, I can study further into depression and self-esteem issues and learn the
symptoms. From there I can try to reach out to my students that I feel are at-risk and give them
resources to help themselves, or offer them help through the schools counseling program.
Development Research #9:
Friendship, Bullying, and Environment.
In the music classroom everybody is connected with a bond of shared experience. Whether
students have good individual relationships with their peers or not, the group as a whole will be
connected in one way or another, having shared good memories, and not so good stories. This
type of friendship connects us at our most basic level. When students are placed in positive
learning environments, these types of bonds strengthen to a point at which only sports teams can
rival. Overall, music activities and the friendships made through positive environments can help
to dampen bullying within the music classroom, and help create resiliency in students who do get
bullied outside of the music classroom. This same positive environment also serves as a safe
place to come for help when certain instances of bullying go too far. In cases of severe bullying,

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depression and anxiety are common outcomes for students effected (Berk, 2008). However, it
has been shown that exposure to group activity can lower the adverse effects of bullying (Berk,
2008).
Reflections:
To me, expertise means that a person has done all that they could in their power to attain
knowledge of a subject, and can effectively use this specific set of knowledge/skills to engage
and empower others to do the same. In a sense, all experts are educators. Be it an expert
musician, athlete, or teacher, experts are always showing and inspiring others to be a better
version of themselves. It is important that teachers especially get to this level of mastery because
your students will only ever realistically learn a fraction of the things you can give them. For this
reason, if you want your students to achieve goals that you and the state have set for them, you as
a teacher must be better than the state and better than yourself in the past. It is important for
professionals to understand how learning occurs because when you have had a high level of
knowledgeable for a long time, you may find yourself having difficulty relating to the vast
majority of the students you will be reaching out to. If a professional understand how people
develop and learn, they will be able to easier adapt their teaching to a way that will best resonate
with the age group/skill level of the students they are teaching. Instructional strategies that
promote student learning have to be self-motivating. You cannot teach children who are not
interested in reaching a goal from their education. It is important for a professional to understand
physical, social and emotional development because students may not be in a place where they
can learn effectively. Broken homes, depression, low self-esteem, and physical disabilities can
create huge hurdles a professional will need to tackle before they can expect students to reach
their potential (AG 2). This kind of preventative classroom management expertise takes time and

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a keen awareness of your students, but can pay dividends in the end when students know you
care about them as people, and can help ease distractions that take place outside of the
classroom. Expanding off of this, it is important a for a professional to understand students'
ranges of individual learning styles, because not every student learns the same (AG 2). Expertise
of concepts is crucial when realistically you will need to teach those same concepts 4 or 5
different ways, making sure the concept resonates with visual learners, active learners, literary
learners, etc.
My biggest weakness right now is being able to put together lesson plans that suit learning styles
other than my own. Once I get to know my students better, I will be able to gauge the type of
learners they are and find ways to reach all of them individually. I have plenty of resources
including other teachers and education professionals that I can consult and brainstorm ideas with.
My bag of tricks will become bigger with more teaching experience, and until I have my own
arsenal of pedagogical resources for all learning types, consulting other music educators will be
my most effective way of continuing this education.
All students need to be engaged during class in order to have effective lessons. To me,
engagement means that a student is invested in the educational progress, and is attentive and
eager to obtain information from the sources they have. It is the teacher's responsibility to find
ways to keep all of their students engaged. To do this, teachers will have to accommodate the
learning styles and needs of all their students. Experienced teachers will also be able to create
connections to concepts students have learned in previous classes, and use their curriculum to
build off of that. Doing this will be more effective in helping students retain knowledge by being
able to relate it to something they already know. New knowledge is forgotten easier without
embedding it through personal experience. Going along with this, getting kids excited to learn in

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the first place will take care of most classroom engagement issues (AG 5). Sometimes the best
way to get your students to care about learning, is to show them just how much you care about
teaching them. A lot of times, students just don't care about the content they are being exposed
to, simply because they don't have a personal connection to it. This can also be done by making
connections to things being taught in other subject areas. This is harder to do in some subject
matters than others. Finally, it is important for teachers to start a curriculum with getting to know
each student individually through verbal and written accounts of their previous knowledge and
learning styles. This will set a teacher up to best connect content to different students, and relate
content to previous knowledge.
In my previous teaching experiences, I have always had difficulty seeing my students through
the lesson I was teaching. As a music teacher, I often find myself thinking about how and what
I'm going to say during rehearsals that I can get lost in what my students are actually taking out
of my words and comprehending at a deeper level. I find myself looking over of through my
students instead of giving them direct eye contact. The best way I can further develop myself to
fix this fundamental issue and move on to more important things, is to work things one step at a
time. I can walk into a lesson with one goal, to simply make more eye contact, or pay more
attention to students' body language while I'm giving information. As an educator I can help in
the early stages of a year to create an environment where students feel comfortable expressing
inquiries. NAfME and IMEA programs made specifically for teachers in their first 5 years of
practice will be able to help me with some of these issues I am having, as well as articles posted
quarterly by the Music Educators Journal.

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Using context in relation to a student is to be able to see that student and the complete situation
that they live within, and be able to form a relationship with the student that will best set them up
for success in the classroom. The context of a student's situation includes everything from
gender, race, sexuality, family background, peer relation background, SES, and religion, to
mental, emotional, learning, and physical disabilities. For example, if I had a student who comes
from a low SES family that explain to me she can't pay band fees on time, I would have to
approach that situation differently than I would a student who has no money issues but refuses to
pay. Getting to know your students is important for every interaction you have with them inside
and out of class. Knowing which students need more emotional support, and which students have
certain disabilities, is crucial when interacting with them in a classroom setting. Creating a
culture from the beginning that is accepting of people from all different background is going to
play a big role in preventing social issues (AG 1). Students must also understand that there
should be no judgment for people who differ from themselves.
Using individual strengths and learning from errors can help to develop resilience in their being.
For example, if a music student is strong in one area of performance, you can pick repertoire that
shows off that student's strong suit, while they work towards becoming a more well-rounded
musician. Music is almost exclusively about learning from mistakes, so it is important to let
students know from the beginning that every mistake that they make is an opportunity to learn
and turn that mistake into a strength that can be shown off.
Something I can improve on as an educator is learning about every student's life context and not
just the ones that are the most engaged in class. It is often easy to overlook students who never
have conversations with, however, these are the students that are usually at the highest risk for
needing situational support. An example of a way that I can include all student's backgrounds is

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to have them submit to me a small autobiography of themselves from a set of questions I assign
to them. This will give me a basis to which I can see what students need what attention from the
start. I can also have students reflect on concepts we learn in class and relate it to their own
personal life, in an effort to see how what we are doing in class is affecting their lives outside of
class.

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References
Adderley, C., Kennedy, M., & Berz, W. (2003). 'A Home away from Home': The World of the
High School Music Classroom. Journal of Research In Music Education, 51(3), 190-205.
doi:10.2307/3345373
Berk, L., & Meyers, A. (2008). Infants, children, and adolescents. (6th ed., p. 124, 145, 367, 368,
369, 457, 484, 486, 534, 567, 568, 569), Boston, Massachusetts: Pearson Education Inc.
Kim, M. J., Catalano, R. F., Haggerty, K. P., & Abbott, R. D. (2011). Bullying at elementary
school and problem behaviour in young adulthood: A study of bullying, violence and
substance use from age 11 to age 21. Criminal Behaviour And Mental Health, 21(2), 136144. doi:10.1002/cbm.804
Mahoney, J. L., Schweder, A. E., & Stattin, H. (2002). Structured after-school activities as a
moderator of depressed mood for adolescents with detached relations to their parents.
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Martin, A. J., Mansour, M., Anderson, M., Gibson, R., Liem, G. D., & Sudmalis, D. (2013). The
role of arts participation in students academic and nonacademic outcomes: A
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Martin, A. J. (2008). Motivation and engagement in music and sport: Testing a multidimensional
framework in diverse performance settings. Journal Of Personality, 76(1), 135-170.
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McPherson, G. E., Osborne, M. S., Barrett, M. S., Davidson, J. W., & Faulkner, R. (2015).
Motivation to study music in Australian schools: The impact of music learning, gender,
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Phillips, A. C. (2016). Conceptions of adolescent friendship quality in sport and music domains.
Dissertation Abstracts International, 77.

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Developmental Standards Project

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All-Grade Standards and Sub-Standards References

InTASC Standard 1: Student Development and Diversity
Teachers of grades P-12 have a broad and comprehensive understanding of student
development and diversity and demonstrate the ability to provide instruction that is
responsive to student differences and that promotes development and learning for all
students.
1.1
Major concepts, theories, and processes related to the cognitive, linguistic, social,
emotional, physical, and moral development of students in grades P12, and factors in the
home, school, community, and broader environment that influence student development.
1.3
Typical developmental challenges for students from early childhood through grade 12
(e.g., in relation to independence, self-esteem, peer interactions, physical development,
self-direction, decision making, goal setting, involvement in risky behaviors, and identity
formation) and the ability to help students address these challenges.
1.4
Knowledge of types of student diversity (e.g., cultural, economic, and linguistic
background; gender; religion; family structure), and the ability to use this knowledge to
promote learning and development for students with diverse backgrounds, characteristics,
and needs.
2.3

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Knowledge of the important roles of play, social interaction, and hands-on experiences in
young children's learning, and the ability to use these processes to help children construct
knowledge and develop problem-solving and other skills.
2.10
Knowledge of how various individual factors (e.g., prior learning and experiences,
interests, talents) and factors in the home, school, and community influence learning
processes, and the ability to use this knowledge to improve teaching effectiveness and
learning outcomes.

3.16
Knowledge of factors and situations that tend to promote or diminish student engagement
in learning, and the ability to apply skills and strategies for promoting students' active
engagement and self-motivation.
5.1
The ability to create safe, healthy, supportive, and inclusive learning environments,
including indoor and outdoor environments, that encourage all students' engagement,
collaboration, and sense of belonging.
5.2
The ability to apply skills and strategies for establishing a culture of learning that
emphasizes high expectations for all students, promotes self-motivation, and encourages
students' sense of responsibility for their own learning.

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5.3
The ability to plan and adapt developmentally appropriate learning environments that
reflect cultural competency; are responsive to the characteristics, strengths, experiences,
and needs of each student; and promote all students' development and learning.
5.4
Knowledge of the characteristics and benefits of virtual learning environments, online
environments, face to-face environments, and hybrid environments, and the ability to
work effectively in different types of environments to ensure student learning and
growth.