alfredo bautista education

23 Pages·2017·0.34 MB·English

ALFREDO BAUTISTA
Research Scientist & Lecturer
Nanyang Technological University - National Institute of Education
Education & Cognitive Development Lab (ECDL)
1 Nanyang Walk. NIE5-B3-22. Singapore [637616]
Office: ([phone]. Fax: [phone]
E-mail: [email protected]

EDUCATION

DEGREES

Ph.D. in Psychology (Doctorate with European Distinction). Universidad Autónoma de
Madrid, School of Psychology (Spain). September, 2009.
Program: Psychological development, learning, and education: Contemporary
perspectives
Dissertation: Piano teachers’ and students’ conceptions of the teaching and learning of
musical scores
Supervisors: Dr. Mª Puy Pérez-Echeverría and Dr. J. Ignacio Pozo
Grade: Sobresaliente cum laude
“Diploma de Estudios Avanzados” in Psychology (Equivalent to Master’s Degree).
Universidad Autónoma de Madrid, School of Psychology (Spain). March, 2007.
“Certificado del Periodo Docente de Tercer Ciclo” in Music History and Musical Sciences
(Master’s Degree Courses). Universidad Autónoma de Madrid, School of Philosophy.
Department of Music (Spain). April, 2004.
Undergraduate Degree in Psychology. Universidad Autónoma de Madrid, Spain. School of
Psychology. July, 2004.
Undergraduate Degree in Music Theory, Transposition, and Accompaniment. Real
Conservatorio Superior de Música de Madrid (Spain). June, 2002.
Undergraduate Degree in Piano Performance. Real Conservatorio Superior de Música de
Madrid (Spain). September, 2001.

GRADUATE CERTIFICATES

Quantitative Research Methodologies: Statistical Techniques. Universidad Politécnica de
Madrid, Spain (2006)
Multi-varied Statistical Analysis. Universidad Nacional del Comahue, S.C. de Bariloche,
Argentina (2005)
Training Courses as a University Instructor. Universidad Autónoma de Madrid, Spain.
School of Psychology (2005)
Pedagogical Aptitude Certificate (CAP). Universidad Complutense Madrid, Spain. Facultad
de Educación y Formación del Profesorado (2004)
Alfredo BAUTISTA, PhD March 2017
APPOINTMENTS

From Research Scientist & Lecturer (full time)
Oct 2013 Nanyang Technological University (Singapore)
National Institute of Education (NIE), Education & Cognitive Development Lab
(ECDL)
- Research: My research focuses on teacher learning and professional
development and the analysis of exemplary instructional practices. I currently
work with kindergarten, primary, and secondary in-service teachers. My main
content areas of interest are Mathematics, Music, and the Arts.
- Teaching: I have taught two graduate level courses at NIE so far, “Teacher
Learning and Professional Development: Past, Present and Future” [SR821]
(2015, 2016, 2017), and “Advanced Research Methodologies in Psychology”
[SA 972] (2014, 2015).
- Service: Program Leader, Higher Degrees by Research / EDLC. In addition to
the administrative duties of the postgraduate program, I coordinate a group of
about 50 graduate students, research staff and faculty from different
departments in NIE. We hold weekly sharing sessions where we discuss
research, give feedback to our colleagues, and engage in conversations
regarding education, theory and practice, and academic life.

Jan 2011 Post-doctoral Associate (full time)
to Tufts University. Medford, Massachusetts (USA)
Sept 2013 Project: The Poincare Institute: A Partnership for Mathematics Education
Main responsibilities:
- Collaboration in the design and implementation of three graduate-level online
PD courses (focusing on the mathematics of algebra and functions) for grades
5-9 mathematics teachers from nine school districts in Massachusetts, Maine,
and New Hampshire.
- Member of the Poincaré Institute’s Editorial Board (June 2012–Aug 2013).
- Supervision of teachers’ learning: Manage office hours, provide feedback on
teachers’ weekly assignments, participate in monthly discussion forum
meetings, and foster and mediate teachers’ online discussions related to
mathematics for teaching (systems used: rSmart Sakai CLE and Trunk).
- Data collection and analysis (e.g., teacher assessments, classroom
observations (videotaped lessons). Preparation of journal articles and
conference presentations.

Sept 2009 Post-doctoral Associate (full time)
to University of Victoria. Victoria, British Columbia (Canada)
Dec 2010 Project: Embodied Knowing and Learning in Elementary Mathematics
Main responsibilities:
- Participation in the research meetings of the “Cultural Historical Approach to
Thinking” (CHAT). Support of the group’s graduate students.
- Analysis of classroom observations (videotaped lessons).
- Preparation of journal articles and conference presentations.
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Alfredo BAUTISTA, PhD March 2017
STUDY GRANTS

2007-2009 PhD Candidate and Teaching Assistant (FPU-UAM) (full time)
Universidad Autónoma de Madrid. Madrid (Spain)

2005-2007 Fellowship as a PhD Student (FPU-UAM) (full time)
Universidad Autónoma de Madrid. Madrid (Spain)

2004-2005 Fellowship as a PhD Student (part time)
Universidad Autónoma de Madrid. Madrid (Spain)

PUBLICATIONS

JOURNAL ARTICLES IN PREPARATION

Bautista, A., Moreno-Núñez, A., Quek, E., Rahim, A., V, P., & Bull, R. (in preparation).
Gross motor lessons in pre-school education: A descriptive naturalistic study.
González-Royo, A., & Bautista, A. (in preparation). Ideas de los profesores de instrumento
en conservatorios sobre cómo calificar: Aspectos objetivos y subjetivos de la
interpretación musical.
Hairon, S., Goh, J. W. P., & Bautista, A. (in preparation). A mapping out of teachers’
attitude towards professional learning community: Ideal versus real.
Mancenido, Z. N. & Bautista, A. (in preparation). Must all educational research tools be
valid?
Moreno-Núñez, A., Bautista, A., Koh, S. F., Amsah, F., & Bull, R. (in preparation). Arts
and music in pre-school education: A descriptive naturalistic study.
Ng, S.-C., Bautista, A., Moreno-Núñez, A. (in preparation). Education for sustainable
development in Singapore preschools: The 7Rs as a pedagogical framework.
Ong, R., Habib, M., Eng, A., & Bautista, A. (in preparation). Multiple Representations in
Teaching Preschool Numeracy: An Exemplary Case Study.
Wong, J., Bautista, A., Cabedo, A., & Yau, X. (in preparation). Peer observation in music
teacher professional development: Towards video-based peer observation.

SUBMITTED

Bautista, A., Toh, G. Z., Wong, J., & Mancenido, Z. N. (in preparation). Student-centred
pedagogies in primary school music education: A case study.
González-Royo, A., & Bautista, A. (submitted). Ideas sobre las finalidades y funciones de
la evaluación en profesores de instrumento de conservatorios de música.
Wong, J., & Bautista, A. (submitted). Music teachers’ understandings of professional
development: What is PD for you?

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Alfredo BAUTISTA, PhD March 2017
ACCEPTED WITH REVISIONS

Bautista, A., & Wong, J. (minor revisions). Music teachers’ perceptions of the features of
most and least helpful professional development. Arts Education Policy Review.

IN PRESS

Bautista, A. & Castelló, M. (forthcoming, 2017). Fostering the professional development of
junior authors and reviewers in scientific journals. Infancia y Aprendizaje.
Castelló, M., Sala, A., & Bautista, A. (forthcoming, 2017). Documenting the experiences of
junior authors and reviewers during peer-review processes. Infancia y Aprendizaje.
Múñez, D., Bautista, A., Khiu, E., Keh, J.-S., & Bull, R. (forthcoming, 2017). Singapore
preschool teachers’ engagement in professional development: Frequency, perceived
usefulness, and relationship with self-efficacy beliefs. Psychology, Society, &
Education.

PUBLISHED

Bautista, A., Ng, S. C., Múñez, D., & & Bull, R. (2016). Learning areas for holistic
education: Kindergarten teachers’ curriculum priorities, professional development
needs, and beliefs. International Journal of Child Care and Education Policy, 10(8),
1-18. doi: 10.1186/s40723-016-0024-4. http://rdcu.be/mZKm
Bautista, A., Toh, G. Z., & Wong, J. (2016). Primary school music teachers’ professional
development motivations, needs, and preferences: Does specialization make a
difference? Musicae Scientiae. doi: 10.1177/1029864916678654.
http://msx.sagepub.com/content/early/2016/10/25/1029864916678654.full.pdf+html
Bautista, A. Yau, X., & Wong, J. (2016). High-quality music teacher professional
development: A review of the literature. Music Education Research. doi:
doi:10.1080/14613808.2016.1249357.
http://www.tandfonline.com/doi/full/10.1080/14613808.2016.1249357
Bautista, A., Tan, L. S., Ponnusamy, L. D., & Yau, X. (2016). Curriculum integration in
Arts Education: Connecting multiple Art forms through the notion of ‘space’.
Journal of Curriculum Studies, 48 (5), 610-629.
http://www.tandfonline.com/eprint/ZacXuNvxVTsmMWRPPMux/full
Caddle, M., Bautista, A., Brizuela, B. M., & Sharpe, S. (2016). Evaluating mathematics
teachers’ professional development motivations and needs. Journal of Research in
Mathematics Education, REDIMAT, 5(2), 112-134.
http://hipatiapress.com/hpjournals/index.php/redimat/article/view/2093/pdf
Wilkerson-Jerde, M. H., Bautista, A., Brizuela, B. M., Tobin, R., & Cao, Y. (2016). More
than meets the eye: patterns and shifts in what middle school mathematics teachers
describe as models. Journal of Mathematics Teacher Education.
Bautista, A. & Ortega-Ruíz, R. (2015). Teacher professional development: International
perspectives and approaches. Psychology, Society and Education, 7(3), 240−251.
[Trans. into Spanish by A. Bautista, Desarrollo profesional docente: Perspectivas y
enfoques internacionales. Psicología, Sociedad y Educación, 7(3), 343-355].
http://www.psye.org/articulos/Introduction.pdf
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Alfredo BAUTISTA, PhD March 2017
Bautista, A., Wong, J., & Gopinathan, S. (2015). Teacher professional development in
Singapore: Depicting the landscape. Psychology, Society and Education, 7(3), 311-
326. [Trans. into Spanish by N. Navarro Gómez, Desarrollo profesional docente en
Singapur: Describiendo el panorama. Psicología, Sociedad y Educación, 7(3), 423-
441]. http://www.psye.org/articulos/Singapore.pdf
Bautista, A., Cañadas, M. C., Brizuela, M. B., & Schliemann, A. D. (2015). Examining
how teachers use graphs to teach mathematics in a professional development
program. Journal of Education and Training Studies, 3(2), 91-106.
http://redfame.com/journal/index.php/jets/article/view/676/624
Bautista, A., Brizuela, B. M., Glennie, C., & Caddle, M. (2014). Mathematics teachers’
attending and responding to students’ thinking: Diverse paths across diverse
assignments. International Journal for Mathematics Teaching and Learning. July
Volume (28 pages). http://www.cimt.plymouth.ac.uk/journal/bautista.pdf
Bautista, A., Wilkerson-Jerde, M. H., Tobin, R., & Brizuela, M. B. (2014). Mathematics
teachers’ ideas about mathematical models: A diverse landscape. PNA, 9(1), 1-27.
http://www.pna.es/Numeros2/pdf/Bautista2014PNA9%281%29Mathematics.pdf
Bautista, A., Monereo, C., & Scheuer, N. (2014). La evaluación por pares como
oportunidad para el aprendizaje [Trans. into English by TBD, Introduction to the
special issue for junior researchers: “Peer-review as an opportunity for learning,”
Infancia y Aprendizaje, 37(4), 665-686].
http://www.tandfonline.com/doi/pdf/10.1080/02103702.2014.9771055
Pedrazzini, A., Bautista, A., Scheuer, N., & Monereo, C. (2014). La revisión por (im)pares
como instancia de aprendizaje: Un estudio de casos del proceso editorial de artículos
de investigadoras noveles. [Trans. into English by J. Martin, The review by
(non)peers as a learning opportunity: A case study of the editorial process of articles
by junior researchers, Infancia y Aprendizaje, 37(4), 851-901].
http://www.tandfonline.com/doi/full/10.1080/02103702.2014.977531
Bautista, A., & Roth, W.-M. (2012). Conceptualizing sound as form of incarnate
mathematical consciousness. Educational Studies in Mathematics, 79(1), 41–59.
http://link.springer.com/article/10.1007%2Fs10649-011-9337-y
Bautista, A., & Roth, W.-M. (2012). The incarnate rhythm of geometrical knowing.
Journal of Mathematical Behavior, 31, 91–104.
http://www.sciencedirect.com/science/article/pii/S0732312311000502
Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., & Brizuela, B. M. (2012). Piano students’
conceptions of learning, teaching, assessment, and evaluation. Estudios de
Psicología, 33 (1), 79–104.
http://www.tandfonline.com/doi/abs/10.1174/021093912799803872
Bautista, A., Pérez Echeverría, M. P., & Pozo, J. I. (2011). Piano teachers’ conceptions of
evaluation and assessment. Revista de Educación, 355, 443–466.
http://www.revistaeducacion.educacion.es/re355/re355_19.pdf
Bautista, A., Roth, W.-M., & Thom, J. S. (2011). Knowing, learning, and the integrity of
kinetic movement. Interchange: A Quarterly Review of Education, 42(4), 363-388.
http://link.springer.com/article/10.1007%2Fs10780-012-9164-9
Roth, W.-M., & Bautista, A. (2011). Transcriptions, mathematical cognition, and
epistemology. The Montana Mathematics Enthusiast, 8(1&2), 51–76.
http://web.uvic.ca/~mroth/PREPRINTS/Transcriptions_200R.pdf
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Bautista, A., Pérez Echeverría, M. P. & Pozo, J. I. (2010). Music performance conceptions
about learning and instruction: A descriptive study of Spanish piano teachers.
Psychology of Music, 38(1), 85–106.
http://pom.sagepub.com/content/early/2009/08/11/0305735609336059
Thom, J. S., Roth, W.-M., & Bautista, A. (2010). In the flesh: Living, growing conceptual
domains in a geometry lesson. Complicity: An International Journal of Complexity
and Education, 7(1), 77–87.
https://ejournals.library.ualberta.ca/index.php/complicity/article/view/8842/7162
Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., & Brizuela, B. M. (2009). Piano students’
conceptions of musical scores as external representations: A cross-sectional study.
Journal of Research in Music Education, 57(3), 181–202.
http://jrm.sagepub.com/content/57/3/181.abstract
Scheuer, N., Bautista, A., Martín, E. & Pozo, J. I. (2009). “Después de una lectura atenta
de su manuscrito…” Un análisis de los procesos de evaluación en Infancia y
Aprendizaje. [“After reading your manuscript carefully…” An analysis of
manuscript assessment processes in Infancia y Aprendizaje]. Infancia y Aprendizaje,
32(3), 243–264.
http://www.tandfonline.com/doi/abs/10.1174/021037009788964213#.VkwFqnvQnaY
Bautista, A., & Pérez Echeverría, M. P. (2008). ¿Qué consideran los profesores de
instrumento que tienen que enseñar en sus clases? [What do music performance
teachers consider that they should teach in their classes?] Cultura y Educación,
20(1), 17–34.
http://www.tandfonline.com/doi/abs/10.1174/113564008783781477?journalCode=rcye20
Pozo, J. I., Bautista, A., & Torrado, J. A. (2008). El aprendizaje y la enseñanza de la
interpretación musical: cambiando las concepciones y las prácticas [Learning and
teaching musical performance: Changing conceptions and practices]. Cultura y
Educación, 20(1), 5–15.
http://www.tandfonline.com/doi/abs/10.1174/113564008783781495?journalCode=rcye20

BOOK CHAPTERS

Bautista, A. (in press). El piano, mi tesis y yo. In M. Díaz, & A. Cabedo (Eds.), Doctoral
Research in Music and Art Education (pp. ♦♦-♦♦). North Melbourne, Vic:
Australian Scholarly Publishing.
Bautista, A., Brizuela, B. M., & Ko, Y.-Y. (2013). Middle school mathematics teachers’
implicit conceptions about multiple representations for functions. In D. Halkias
(Ed.), Psychology and the Search for Certainty in Everyday Life (pp. 31-48). Athens:
ATINER.
Hallam, S., & Bautista, A. (2012). Processes of instrumental learning: The development of
musical expertise. In G. McPherson & G. Welch (Eds.), The Oxford Handbook of
Music Education (pp. 658-676). New York: Oxford University Press.
Bautista, A. (2010). “I don’t know.” Uncertainty in high school students’ discourse about
science-related careers. In W.-M. Roth & P-L. Hsu (Eds.), Talk about Careers in
Science (pp. 59–71). Rotterdam: Sense Publishers.
Roth, W.-M., Hsu, P.-L., Bautista, A., Collyer, V. M., Connelly, C., Delgado, N., et al.
(2010). Metalogue on career talk and its study. In W.-M. Roth & P-L. Hsu (Eds.),
Talk about Careers in Science (pp. 261–281). Rotterdam: Sense Publishers.
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Pérez Echeverría, M. P. & Bautista, A. (2009). Aprender a pensar y argumentar. [Learning
how to think and reason]. In J. I. Pozo & M. P. Pérez Echeverría (Eds.), Psicología
del aprendizaje universitario: La formación en competencias (pp. 149–163).
Madrid: Morata.
Pérez Echeverría, M. P. & Bautista, A. (2008). Razonamiento probabilístico [Probabilistic
reasoning]. In M. Carretero & M. Asensio (Eds.), Psicología del pensamiento (pp.
177–198). Madrid: Alianza Editorial.
Pérez Echeverría, M. P. & Bautista, A. (2008). Solución de problemas [Problem Solving].
In M. Carretero & M. Asensio (Eds.), Psicología del pensamiento (pp. 357–363).
Madrid: Alianza Editorial.
Bautista, A., Luna, M., & Pérez Echeverría, M. P. (2006). Los procedimientos como
contenidos de las enseñanzas musicales en la Educación Secundaria Obligatoria
[Procedures as learning outcomes in secondary music education]. In M. A. Ortiz &
A. Ocaña (Eds.), Cultura, Culturas. Estudios sobre Música y Educación
Intercultural (pp. 141–158). Granada: GEU.
Bautista, A., Torrado, J. A., Pozo, J. I., & Pérez Echeverría, M. P. (2006). Las
concepciones de los profesores de conservatorio sobre el aprendizaje y la enseñanza
[Conservatory teachers’ conceptions about learning and instruction]. In M. A. Ortiz
& A. Ocaña (Eds.), Cultura, Culturas. Estudios sobre Música y Educación
Intercultural (pp. 159–177). Granada: GEU.
Pérez Echeverría, Pecharromán, A., Bautista, A., & Pozo, J. I. (2006). La representación de
los procesos de aprendizaje en estudiantes universitarios [University students’
representations of learning processes]. In J. I. Pozo, N. Scheuer, M. P. Pérez
Echeverría, M. Mateos, E. Martín, & M. de la Cruz (Eds.), Nuevas formas de pensar
la enseñanza y el aprendizaje (pp. 323–340). Barcelona: Graó.

PAPERS IN REFEREED CONFERENCE PROCEEDINGS

Caddle, M. C., Brizuela, B. M., Newman-Owens, A., Glennie, C. R., Bautista, A., & Cao,
Y. (2015). Seeking attention to student thinking: In support of teachers as
interviewers. Proceedings of PMENA-37. Michigan, United States.
Bautista, A., Wilkerson-Jerde, M., Tobin, R., & Brizuela, B. M. (2013). Diversity in middle
school mathematics teachers’ ideas about mathematical models: The role of
educational background. In B. Ubuz, Ç. Haser, M. A. Mariotti (Eds.), Proceedings of
the Eighth Congress of European Research in Mathematics Education (CERME 8)
(pp. 960-969). Middle East Technical University: Antalya (Turkey).
Bautista, A. (2010). How does the development of expertise influence instrumental
students’ conceptions of learning and instruction? In S. M. Demorest, S. J. Morrison,
& P. S. Campbell (Eds.), Proceedings of the 11th International Conference on Music
Perception and Cognition (pp. 53–54). August, 2010. Seattle, WA: University of
Washington.
Bautista, A., Thom, J. S., & Roth, W.-M. (2010). The emergence of rhythmical patterns as
a way of embodied mathematical knowing. In M. Joubert & P. Andrews (Eds.),
Proceedings of the British Congress for Mathematics Education (Vol. 30, pp. 248–
253). Manchester, UK: British Society for Research into Learning Mathematics.
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Alfredo BAUTISTA, PhD March 2017
López, G., Pozo, J. I., & Bautista, A. (2009). What do children think of music teachers?
Their conceptions about cello teaching and learning. In A. Williamon, S. Pretty & R.
Buck (Eds.), Proceedings of the International Symposium on Performance Science
(pp. 321–326). Utrecht, The Netherlands: Assocciation Européenne des
Conservatories, Adadémies de Musique et Musikhochschulen.
Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., de la Cruz, M., & Scheuer, N. (2006). La
lexicometría aplicada al estudio de las concepciones sobre la enseñanza y el
aprendizaje [Lexicometrical method applied to the study of teaching and learning
conceptions]. In J. M. Viprey (Ed.), JADT´06. Actes des 8es Journées internationales
d’Analyse statistique des Données Textuelles, Vol. I. (pp. 153–167). Besançon:
Presses Universitaires de Franche-Comté.

EDITION OF SPECIAL ISSUES IN REFEREED JOURNALS

Bautista, A., & Castelló, M. (forthcoming, 2017). Fostering the professional development
of junior authors and reviewers in scientific journals. Infancia y Aprendizaje.
Bautista, A. (2015). Teacher Professional Development: International Perspectives and
Approaches. Psychology, Society and Education, 7(3), 240-342. [Translated into
Spanish, Desarrollo profesional docente: Perspectivas y enfoques internacionales.
Psicología, Sociedad y Educación, 7(3), 343-458]. http://www.psye.org/index.php
Bautista, A., Monereo, C., & Scheuer, N. (2014). Dossier dedicado a investigadores
noveles: La evaluación por pares como oportunidad para el aprendizaje [Special
issue for junior researchers: The peer-review process as an opportunity for learning].
Infancia y Aprendizaje, 37(4), 665-901.
Pozo, J. I., Bautista, A., & Torrado, J. A. (2008). Volumen Monográfico: El aprendizaje y
la enseñanza de la interpretación musical. Cambiando las concepciones y las
prácticas [Special Issue: Learning and teaching musical performance. Changing
conceptions and practices]. Cultura y Educación.

BOOK REVIEWS

Bautista, A., & Cañadas, M. C. (2015). Review of the book “The Singapore model method
for the learning of mathematics” (Ministry of Education of Singapore, 2009).
Estudios de Psicología, 36(1), 201-208.
http://www.tandfonline.com/doi/abs/10.1080/02109395.2014.1000037?journalCode=redp20#.VkwGc3vQnaY

RESEARCH REPORTS

Bautista, A., Towndrow, P. A., Lum, C-H., Tan-Chua, S. L., Dubé, F., Marín, C., Wong, J.,
Toh, G. Z., & Yau, X. (2016). Towards Responsive Professional Development for
Singapore Music Teachers. Phase 1: Mapping the Landscape. Singapore: NIE
Research Brief Series.

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UN-PUBLISHED DOCUMENTS

Bautista, A. (2009). Concepciones de profesores y alumnos de piano sobre la enseñanza y
el aprendizaje de partituras musicales [Piano teachers’ and students’ conceptions of
the teaching and learning of musical scores]. Doctoral Dissertation.

TRANSLATIONS OF OTHER AUTHORS’ WORK

Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional
development in the United States. Psychology, Society and Education, 7(3), 252-
263. [Trans. into Spanish by A. Bautista, Mejores prácticas en desarrollo
professional docente en los Estados Unidos, Psicología, Sociedad y Educación, 7(3),
356-369]. http://www.psye.org/articulos/USASPANISH.pdf
Martín, E. (2015). Caminos se consolidan en el desarrollo profesional docente. ¿Están
presentes en España?, Psicología, Sociedad y Educación, 7(3), 442-458 [Trans. into
English by A. Bautista & J. Wong, Pathways that converge in teacher professional
development: Are they present in Spain? Psychology, Society and Education, 7(3),
327-342]. http://www.psye.org/articulos/Spain.pdf
Vosniadou, S. (2013). Model-based reasoning and the learning of counter-intuitive science
concepts. Infancia y Aprendizaje, 36(1), 5-18 [Trans. into Spanish by A. Bautista,
Razonamiento basado en modelos y aprendizaje de conceptos científicos
contraintuitivos, Infancia y Aprendizaje, 36(1), 19-33].
Harris, P. L. (2012). The child as antropologist. Infancia y Aprendizaje, 35(3), 259-267.
[Trans. into Spanish by A. Bautista, El niño como antropólogo, Infancia y
Aprendizaje, 35(3), 268-277].
Rogoff, B. (2012). Learning without lessons: Opportunities to expand knowledge. Infancia
y Aprendizaje, 35(2), 233–241. [Trans. into Spanish by A. Bautista & B. Rogoff,
Aprender sin lecciones: Oportunidades para expandir el conocimiento, Infancia y
Aprendizaje, 35(2), 242–250].

FUNDED RESEARCH PROJECTS

Co-Principal Investigator. Singapore Kindergarten Impact Project (SKIP)
Principal Investigator: Dr Rebecca BULL
National Institute of Education, Nanyang Technological University (Singapore)
Duration: 3 years
Funded by “Education Research Funding Programme” (Grant # OER 09/14 RB)
Grant amount: S$ 5,343,735

Principal Investigator. Towards Responsive Professional Development for Singapore
Music Teachers. Phase 2: Developing Video-Based Learning Resources
National Institute of Education, Nanyang Technological University (Singapore)
Duration: 2 years (Feb 1, 2016 – Jan 31, 2018)
Funded by MOE’s Academic Funds (AFD 03/15 AB)
Grant amount: S$ 249,981
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Alfredo BAUTISTA, PhD March 2017

Principal Investigator. Towards Responsive Professional Development for Singapore
Music Teachers. Phase 1: Mapping the Landscape
National Institute of Education, Nanyang Technological University (Singapore)
Duration: 2 years (July 1, 2014 – June 30, 2016) [COMPLETED]
Funded by ‘Education Research Funding Programme’ (Grant # OER 02/14 AA)
Grant amount: S$ 99,981

Principal Investigator. Towards Responsive Professional Development for Singapore
Music Teachers: Pilot study
National Institute of Education, Nanyang Technological University (Singapore)
Duration: 8 months (July 1, 2014 – February 28, 2015) [COMPLETED]
Start-Up Grant funded by Office of Educational Research (Grant # SUG 2/14 AB)
Grant amount: S$ 9,965

Co-Principal Investigator. A Comparative Study of Early Childhood Education in Selected
High Performing Countries
Principal Investigator: Prof Sharon Lynn Kagan (Columbia University)
Duration: 2 years (March 1, 2016 – March 1, 2018)
Funded by the USA National Center on Education and the Economy
Grant amount: S$70,6756 (US$49, 974)

Collaborator (International Research Advisory Board, IRAB). Understanding young
musicians' transformative music engagement: Integrating collaborative participatory
learning into individual music learning contexts.
Principal Investigators: Dr Francis Dubé & Dr Susan O’Neill
Partnership Development Grant
Funded by: Social Sciences and Humanities Research Council (SSHRC) of Canada
Grant amount: CAN$ 199,941
Duration of grant: 3 years (2015-2018)

Collaborator. Community Music Education: Towards the development of new pedagogies
for the 21st century
Principal Investigator: Dr Pamela G. ONISHI-COSTES
National Institute of Education, Nanyang Technological University (Singapore)
Funded by Office of Educational Research (Grant # OER 01/14 OP)
Grant amount: S$ 99,194

Collaborator. Actualisation de l’apprentissage et de l’enseignement extrascolaire
d’instruments de musique aux réalités socioculturelle et numérique du XXIe siècle.
Principal Investigator: Dr. Francis Dubé (Université Laval, Canada). Duration: 2 years
Funded by Fonds de Recherche sur la Société et la Culture (FRQ-SC) (Grant # 179497)
Grant amount: CAN$ 72,214

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