Relevant bibliographies by topics / Singing – Study and teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Singing – Study and teaching'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Singing – Study and teaching"

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Cheng, Hao, Hao-ze Zhong, and Ke-cheng Ben. "Study on the Application of Digital Information Technology in Music Teaching." Mobile Information Systems 2022 (March 22, 2022): 1–9. http://dx.doi.org/10.1155/2022/2816848.

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In order to deal with the great challenge of the arrival of information society to the traditional music teaching concept and practice, an overview of the teaching ability structure of music normal students supported by information technology is put forward. The changes in the structure of teaching ability caused by information technology are analyzed, that is, to analyze the cultivation of teaching ability of music normal students by integrating music subject knowledge with information technology platform and promoting relevant elements in combination with teaching activities. By using Fitzgerald and our proposed long+short method to separate Beach Boys songs at the singing music ratio of -6, 0, and +6 dB, the singing signal (left column) and music signal (right column) are relative to the average values of SDR (first row), SIR (second row), and SAR (third row) of pure singing and pure music. Experiments show the effectiveness of this method.
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Ujvárosi, Andrea. "Foreign Language Interpretation in Teaching Soloist Singing." Central European Journal of Educational Research 3, no. 1 (April 30, 2021): 75–89. http://dx.doi.org/10.37441/cejer/2021/3/1/9354.

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The problems of singing in the original language have become a special feature of the soloist training in the Central and Eastern Europe. The linguistic aspects of soloist training is put to the test by international expectation that regards authentic singing in the original language as a natural part of professional efficiency. In this present paper we are looking for the answers to two questions. First, we examined what factors determine the choice of the language for vocal interpretation. Our second goal is to give an overview of a specific segment of today’s Hungarian students’ population in higher education. We examined institutional, personal and curricular components for perfecting singing in the original language. The empirical study field of our research was Hungary’s higher education institutions of music in the 2016/17 term. Our researches were based on two methodological techniques. Among the higher education instructors of solo singers we conducted structured interviews and students from six higher educational institutions with this profile were the respondents of our questionnaire. The quantitative analysis of the research unequivocally represented the stronger demand of students for the training of linguistic interpretation. Our empirical research showed that the language efficiency of the solo singer students does not meet professional expectations. Pronunciation, comprehension, vocabulary, command of language and intonation are not utilized while singing and using the mirror effect of singing in a foreign language does not help perfect language knowledge either.
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Hedden, Debra G. "Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing." International Journal of Music Education 38, no. 4 (November 12, 2019): 593–612. http://dx.doi.org/10.1177/0255761419888015.

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The purpose of this naturalistic case study was to uncover beliefs and behaviors of successful teachers who produced excellent children’s singing in Lithuania. The research questions guiding the study were: What particular beliefs did music teachers hold about their ability to teach children to sing and the necessary components to teach children good singing? What specific behaviors did music teachers exhibit and embrace in public and singing school music classes to achieve good singing that is accurate, tuneful, resonant, expressive, and in head voice? In this naturalistic case study, data from informants ( N =18) consisted of interviews ( n = 12) and observations in their classrooms ( n = 22) and concerts ( n =7) in an urban area in a city in Lithuania. The conceptual framework underpinning the study was supported by the data, relating to their beliefs and behaviors about their knowledge and skill in teaching, their use of a variety of teaching strategies, and their use of highly sequenced literature. Of most importance was that they emphatically lived their beliefs in order to achieve success with children’s singing. Implications are offered that relate to music teacher preparation.
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Nafisi, Julia. "Gesture and body-movement as teaching and learning tools in the classical voice lesson: a survey into current practice." British Journal of Music Education 30, no. 3 (June 11, 2013): 347–67. http://dx.doi.org/10.1017/s0265051712000551.

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This article discusses the use of gesture and body-movement in the teaching of singing and reports on a survey amongst professional singing teachers in Germany regarding their use of gesture and body movement as pedagogic tools in their teaching. The nomenclature of gestures and movements used in the survey is based on a previous study by the author (Nafisi, 2008, 2010) categorising movements in the teaching of singing according to their pedagogical intent intoPhysiological Gestures, Sensation-related Gestures, Musical GesturesandBody-Movements. The survey demonstrated thatGestureswere used by a significant number of voice teachers to enhance explanation and/or demonstration, that a significant number of voice teachers encouraged their students to carry out similar Gestures whilst singing to enhance their learning experience and that another type of essentially non-expressiveBody-Movementswas also encouraged by a significant number of voice teachers to enhance students’ learning. The paper validates the author's nomenclature and offers some hitherto unpublished insights.
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Lim, Eun-Jung. "A Study on the Development of a Teaching Model for Singing." Korean Society of Music Education Technology 32 (July 16, 2017): 1–20. http://dx.doi.org/10.30832/jmes.2017.32.1.

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이영화. "A Study of Singing Teaching Methodologies for Male Adolescents at Puberty." Journal of Research in Curriculum Instruction 15, no. 2 (June 2011): 577–601. http://dx.doi.org/10.24231/rici.2011.15.2.577.

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Mellor, Liz. "An investigation of singing, health and well-being as a group process." British Journal of Music Education 30, no. 2 (January 25, 2013): 177–205. http://dx.doi.org/10.1017/s0265051712000563.

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The aim of this paper is to explore perceptions of singing as a group process deriving from two research studies: (i) Study 1: CETL (Centre for Excellence in Teaching and Learning): C4C (Collaboration for Creativity) Research Project called Singing, Health and Well-being and (ii) Study 2: iSING. The studies consider singing in relation to health and well-being, personal ‘stories’ of singing which acknowledge the self in the process of research, and the effective use of presence in training using a lens developed from Gestalt psychotherapy. The research questions are: (a) What is the relationship between singing, health and well-being in group process? (b) How might this be researched? (c) What are the implications for pedagogic practice in music education?
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Fahey, Hannah. "Stylistic pluralism and the experiences of classically trained teachers of singing in the Republic of Ireland." International Journal of Music Education 39, no. 3 (February 2, 2021): 301–12. http://dx.doi.org/10.1177/0255761421991247.

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Throughout much of the 20th century, the Western classical vocal aesthetic dominated tertiary singing training in the Republic of Ireland. At the turn of the 21st century, and reflecting similar movements internationally, Irish institutions, examining boards and private teaching studios diversified to include musical theatre and popular styles of singing in degree programmes and syllabi. The purpose of this study was to further understand voice teacher perceptions of these shifts in pedagogical culture. This research questioned how classically trained teachers of singing negotiate teaching across styles in popular music genres, and also questioned if implicit, embodied cultural ideas about classical singing defined their educative approaches to popular music vocals. Data were collected through in-depth qualitative interviews with classically trained teachers of singing in the Republic of Ireland. Analysis of interview data revealed a number of themes which are discussed within a theoretical framework drawn from the work of Bourdieu, revealing that the participant teachers are involved in processes of negotiation and re-negotiation of personal and institutional habitus.
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Swain, Nicola, and Sally Bodkin-Allen. "Can't sing? Won't sing? Aotearoa/New Zealand ‘tone-deaf’ early childhood teachers’ musical beliefs." British Journal of Music Education 31, no. 3 (September 17, 2014): 245–63. http://dx.doi.org/10.1017/s0265051714000278.

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Singing is an important part of teaching for early childhood teachers. However, some teachers find this difficult and may even identify themselves as ‘tone-deaf’. We invited a group of early childhood teachers who self-identified as ‘tone-deaf’ to participate in a study to investigate their beliefs and behaviours about singing and musicality. Both quantitative and qualitative data were collected from 40 participants via a questionnaire. Results indicate that these teachers considered themselves to be unmusical and revealed negative feelings towards singing. They showed a general self-consciousness about their singing. These beliefs had been formed through various interactions with friends, family and in schools. While the teachers still participated in singing activities in the centres in which they worked, their participation was marred by feeling self-conscious when singing and they often altered their singing behaviour.
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Czajkowski, Anne-Marie Louise, Alinka Elizabeth Greasley, and Michael Allis. "Mindfulness for Singers: A Mixed Methods Replication Study." Music & Science 4 (January 1, 2021): 205920432110448. http://dx.doi.org/10.1177/20592043211044816.

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Objectives: Mindfulness has been explored in the clinical and educational fields but has rarely been studied in the music domain. This study investigated the effects of teaching eight-week Mindfulness for Singers courses on vocalists’ music education and performance. Methods: A mixed methods approach was utilized, which included controlled and randomized controlled trials using standardized and novel mindfulness measures pre- and post-intervention, interviews post-intervention and three months later, concurrent diaries, and a blinded teacher study. Participants included singing students (total n=52) and their teachers ( n=11) from a university and a music college over a period of two years. Results: Levels of mindfulness increased over the intervention for experimental participants in comparison to controls. Considering their total student cohort, teachers identified 61% of eligible mindfulness singing participants as having completed the mindfulness intervention. Experimental participants reported that learning mindfulness had positive effects in lessons, solo and group instrumental practices, and when performing on stage. They described more focus and attention, positive effects of increased body awareness on singing technique, enhanced socio-collaborative relationships, reductions in performance anxiety, and beneficial effects whilst performing, such as more expressivity and enjoyment. Conclusions: Learning mindfulness had positive holistic effects on vocal students and was well received by their mindfulness-naïve singing teachers. Findings suggest that it would be highly beneficial for mindfulness to be made available in music conservatoires and university music departments alongside singing lessons for singers to enhance their present experience as vocal students and their futures as performers and teachers.
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Dissertations / Theses on the topic "Singing – Study and teaching"

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Olivier, Madelie Charlotte. "A critical study of voice teaching method, with specific reference to solo singing, choral singing and vocal health for the teenage singer." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019926.

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This dissertation presents a critical study of voice teaching method as this pertains to the high school learner studying voice within the South African educational environment, with learning outcomes determined for subject music within the GET (General Education and Training) and FET (Further Education and Training) bands of the Department of Basic Education at each school grade level, as well as by external examining bodies such as Unisa (University of South Africa), Trinity Guildhall and ABRSM (Amalgamated Board of the Royal Schools of Music). Emphasis is placed on the methodological principles applicable in the case of the Western classical music solo vocal repertoire, but reference is also made to the applicability of this method in other vocal genres and, in particular, in the case of choral music participation. Special attention is given to the subject of the vocal health of the developing teenage voice, which includes an overview of vocal disorders and suggestions for rehabilitation and remedial programmes where necessary. Triangulation of research results is achieved in this study through inclusion of: - A thorough survey of selected pertinent bibliographic sources - Description of and engagement with the researcher’s own numerous phenomenological encounters in this field - Interviews conducted in Port Elizabeth with Jill Nock, voice teacher, on the subject of voice teaching method, and with John Black, Ear, Nose and Throat Specialist, on the subject of vocal health. The researcher concludes that there is a need for continued education and training of music educators in the South African high school environment, many of whom are not trained voice specialists, in order to cater for the growing number of high school music learners who choose to specialise in voice. Although educator networking can go a long way towards creating an informal support system to address this need, it is ultimately the responsibility of the Department of Basic Education to address this in a formal and all-encompassing fashion.
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Chen, Ti Wei. "Role and efficacy of verbal imagery in the teaching of singing : case study and computer vocal analysis." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/716.

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Harper, Portia. "Comparative Study of the Bel Canto Teaching Styles and their Effects on Vocal Agility." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278170/.

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This thesis examines the historical significance of the vocal methods employed from the middle of the seventeenth century to the beginning of the nineteenth century in what became known as the bel canto era. It provides further exploration into the pedagogical procedures of the bel canto technique through a study of the premier instructors and singers from this period. The resurgence of interest in this tradition is addressed along with its impact on current vocal pedagogy. The vital role that vocal agility played as one of its most distinguishing traits is the primary factor under investigation. A discussion of the bel canto teaching styles in relation to their approach to agility is a major point of inquiry. By maintaining a link between present artists and pedagogues and the old Italian school, it helps the singer understand the historical implications of vocal agility as an integral part of healthy vocal development.
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Dees, Theresa A. "An integrated approach to music and the language arts for the sixth grade." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/437.

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Sullivan, Kristen (Kristen Janell). "An Analysis of Emma Diruf Seiler's Teaching Philosophy and Contribution to Voice Pedagogy." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505229/.

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Emma Diruf Seiler (1821-1886) was a Bavarian-American voice teacher and scientist who wrote and published Altes und Neues über die Ausbildung des Gesangorganes mit besonderer Rücksicht auf die Frauenstimme (Old and New in the Art of Singing, with Special Attention to the Female Voice) in 1861 while working in Leipzig. It was translated by William Henry Furness and published in Philadelphia as The Voice in Singing in 1868. This pedagogue and her writings are largely unknown to those who study historic bel canto pedagogy. In the opening of Seiler's pamphlet, she explained her purpose for writing was "to bring into harmony things which have always been treated separately, the Science and the Art of Singing..." Aside from brief comments in a few books on vocal pedagogy, Emma Seiler is largely unknown. Neither her contribution to voice science and pedagogy, nor the impact of her integrated philosophy on teaching have been subjected to scholarly scrutiny. The purpose of this document is to explore her philosophy on teaching, her method of female vocal instruction, and her impact on voice instruction. This dissertation historicizes evidence-based pedagogy through Seiler's example.
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Jensen-Hole, Catherine. "Experiencing the interdependent nature of musicianship and educatorship as defined by David J. Elliott in the context of the collegiate level vocal jazz ensemble." Thesis, connect to online resource, 2005. http://www.unt.edu/etd/all/Aug2005/jensen-hole%5Fcatherine%5Fmary/index.htm.

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Strauser, Matthew Lynn. "The classification of language of high school choral directors." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8335.

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Thesis (D.M.A.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 128-132). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Hughes, D. "Teaching singing in Sydney government schools." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/36654.

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Thesis (Ph.D) -- University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, School of Communication Arts, in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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Damicone, Tiffany N. "“The Singing Style of the Bohemians” – A Study of the Bohemian Contributions to Horn Pedagogy, Western Perspectives on Czech Horn Playing and Analysis of the Teachings of Zdenek Divoky' at the Academy of Performing Arts." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366311585.

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Richter, Desi. "Singing Their Stories: A Musical Narrative of Teaching and Testing." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2532.

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This musical, arts-based educational research describes the lived experiences of four K-12 New Orleans educators who believe that end-of-year standardized tests hinder their ability to teach in ways they believe are best. Using songwriting as a form of data elicitation and narrative restorying, this study documents the lived experiences of teachers who have experienced test-related cognitive dissonance. While curricular narrowing and other test-related practices have been studied in many contexts, the perspectives of New Orleans teachers are barely documented. Thus, this study fills a content gap in the testing literature. Musically restorying the data contributes to the accountability literature in three main ways. First, restorying the data as song renders the findings evocatively — that is, in ways that capture the emotion with which the data was originally imbued. Second, because this study is performative (the results were sung live in the community), the opportunity exists to ignite a local conversation aimed at helping teachers navigate testing/teaching conundrums. Finally, as music is one of the least utilized forms of art-based research, this study fills a methodological gap in the arts-based research repository.
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Books on the topic "Singing – Study and teaching"

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Dillon, Margaret. Simply singing: An introduction to teaching singing. Cork: Cumann Náisiúnta na gCór, 1996.

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Chapman, Janice L. Singing and teaching singing: A holistic approach to classical voice. 2nd ed. San Diego: Plural Pub., 2010.

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Chapman, Janice L. Singing and teaching singing: A holistic approach to classical voice. 2nd ed. San Diego: Plural Pub., 2010.

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Teaching adults to sight sing. Pacific, MO: Mel Bay, 2004.

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MENC, the National Association for Music Education (U.S.), ed. Spotlight on teaching chorus. Reston, VA: MENC, National Association for Music Education, 2002.

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Joiner, James Richard. Charles Amable Battaille: Pioneer in vocal science and the teaching of singing. Lanham, Md: Scarecrow Press, 1998.

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Caldwell, Robert. Excellence in singing: Multilevel learning and multilevel teaching. Redmond, WA: Caldwell Publishing, 2001.

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Caldwell, Robert. Excellence in singing: Multilevel learning and multilevel teaching. Redmond, WA: Caldwell Publishing, 2001.

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With a song in my psyche: On the psychology of singing and teaching singing. [Philadelphia]: Xlibris, 2001.

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Philip, Raymond, ed. Singing on stage: An actors' guide. London: Bloomsbury Methuen Drama, 2014.

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Book chapters on the topic "Singing – Study and teaching"

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Biddulph, James, and Jane Wheeler. "Singing the Primary Curriculum." In Teaching Music Creatively, 74–90. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315643298-6.

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Harrison, Scott D. "Training the Singing Researcher." In Teaching Singing in the 21st Century, 399–410. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8851-9_24.

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Chandler, Kim. "Teaching Popular Music Styles." In Teaching Singing in the 21st Century, 35–51. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8851-9_4.

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Dudson, Gail. "Singing and signing with Deaf and hearing impaired young people." In Sound Teaching, 101–10. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003108382-14.

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Harrison, Scott D., and Jessica O’Bryan. "Postlude: The Future of Singing Pedagogy." In Teaching Singing in the 21st Century, 411–13. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8851-9_25.

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Prescott, Anne. "Are We Singing from the Same Songbook?" In What Counts in Teaching Mathematics, 161–76. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0461-9_11.

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Hargreaves, Wendy. "Pathways for Teaching Vocal Jazz Improvisation." In Teaching Singing in the 21st Century, 303–17. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8851-9_18.

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Hughes, Diane. "Transformational insights and the singing-self." In Teaching and Evaluating Music Performance at University, 52–64. [1.] | New York : Routledge, 2020. | Series: ISME global perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9780429328077-4.

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Gogoi, Lakhipriya. "Teaching postcoloniality through The Grass Is Singing." In English Teachers' Accounts, 153–69. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003146209-10.

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Mitchell, Helen F. "Perception, Evaluation and Communication of Singing Voices." In Teaching Singing in the 21st Century, 187–200. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8851-9_12.

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Conference papers on the topic "Singing – Study and teaching"

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"Study on Singing Skills and Teaching Ideas in "July's Prairie"." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.156.

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Du, Shiwu. "Study on the Differences of Vocal Music Teaching and Vocal Music Singing Theory." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.182.

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Hao, Weiyi, Yun Jing, and Lijuan Li. "Study on Psychological Activities and Physiological Skills of Singing in Vocal Music Teaching." In 2015 International Conference on Education Technology, Management and Humanities Science (ETMHS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/etmhs-15.2015.133.

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Meng, Dongqi. "Study on the Influence of Popular Singing on Vocal Music Teaching in Colleges and Universities." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.134.

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Feiferlikova, Romana, and Daniela Mandysova. "CREATIVITY IN TEACHING SINGING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0978.

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"Integrating the Two Singing Methods of Folk Style Singing and Bel Canto in Teaching." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.112.

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Li, Yuan. "Research of Mezzo-Soprano Singing Art and Teaching." In 2015 International Conference on Management, Education, Information and Control. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.169.

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Rauduvaite, Asta. "ASPECTS OF TEACHING SINGING TO JUNIOR SCHOOL LEARNERS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.002.

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Dzhambazov, Georgi, and Kamen Goranchev. "Sing Master: An Intelligent Mobile Game for Teaching Singing." In 2016 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games). IEEE, 2016. http://dx.doi.org/10.1109/vs-games.2016.7590364.

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"On the Application of "Thirteen Rhymes" in National Singing Teaching." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.232.

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Reports on the topic "Singing – Study and teaching"

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita, and Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8294.

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Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, July 2020. http://dx.doi.org/10.53593/n3314a.

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Ray, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, December 2012. http://dx.doi.org/10.53593/n2275a.

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Gehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada164827.

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Girardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, February 2008. http://dx.doi.org/10.53593/n178a.

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Ly, Lena, Jennifer Philip, Peter Hudson, and Natasha Smallwood. Singing for people with advance chronic respiratory diseases: a qualitative meta-synthesis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0017.

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Review question / Objective: This study undertook a meta-synthesis of qualitative data with the aim of collating, synthesizing, and evaluating the current evidence regarding the experiences of singing for people with advanced chronic respiratory disease. Condition being studied: Advanced respiratory illnesses are disorders that impact the airways and other structures of the lung. People with lung cancer, chronic obstructive pulmonary disease (COPD) and interstitial lung disease (ILD) frequently experience progressive, frightening breathlessness, cough and fatigue, which affect their quality of life. Furthermore, people with advanced chronic respiratory disease (CRD) and their carers experience a high prevalence of loneliness and uncertainty, especially if breathlessness is felt to herald death and thus, require both psychological and practical supportive care to cope with their symptoms.
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Bell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, Janie Stidham, Charles Edward Freeman, Lisa McRoberts, Melanie Carrico, and Linda Ohrn-McDaniel. Teaching design research through practice: a pilot study for collaborative exploration. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-877.

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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3261.

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Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, March 2004. http://dx.doi.org/10.53593/n157a.

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Stannard, Casey Rhea, and Andrea Eastin. Teaching personalized fit to home sewers using a hybrid workshop format: A case study. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1751.

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