Dr Tiija Rinta Tettey is a Music Educator, Researcher & Teacher Trainer based in London, UK. Tiija currently divides her time between the UK and Uganda. In the UK, she runs a music education service in East London. She is a Research Associate at the International Music Education Research Centre, Institute of Education University College London, and a Teacher Trainer and Researcher at the Kyambogo University, Uganda.
Tiija completed her Doctoral Degree in 2008 from the Institute of Education, University of London, on the inclusion of singing in children’s speech and voice therapy in educational and therapeutic settings with children who exhibit speech and voice disorders. The doctoral thesis was sponsored by the Economics and Social Research Council.
During her time at the Institute, Tiija worked for several research projects in the field of psychology and music, and music education in general. She was awarded funding and scholarships for additional research work in the UK, Finland and Taiwan.
Since then, Tiija has worked for several international NGOs, Government Agencies and universities (including UNICEF, Relief International and the UK Government). Such work has taken her to various countries (such as Nepal, Kenya and Jordan) Please see below for a list of publications on her work.
Currently, Tiija is working on a teacher training project in Uganda. The project aims to train primary school teacher on teaching music in classroom settings. The research team is currently designing a handbook for teachers and a comprehensive music curriculum for primary school. The project is sponsored by SEMPRE (Society for Education Music and Psychology Research) and the World Bank.
Most cited publications:
Rinta, T. (2008). Potential use of singing in educational settings with pre-pubertal children possessing speech and voice disorders: psychological perspective. British Journal of Music Education, 7(2), 152-164.
Rinta, T. (2009). Childrenʼs ʻspeaking and singing voicesʼ as one voice: evidence from perceptual analyses of independent voice parameters. Journal of Music, Education, Technology, 2 (2-3),127-140.
Rinta, T. (2010). Music education: a way for developing effective communication skills and social functioning in children. (pp. 111-128). In: J. Hermida and M. Ferreo. Music Education. USA: Nova Publishers.
Rinta, T. (2011). Exploration on potential connections between music education and teachingMandarin to Westerners: Evidence from Taiwanese universities. Journal of Music, Technology and Education, 3 (2-3),183-200.
Rinta, T. (2012). Usability of a Jamming Mobile in facilitating feelings of social inclusion in immigrant children. Polydromo, 5, 24-46.
Rinta, T., Purves, R., Welch, G.F., Stadler Elmer, S. and Bissig, R. (2011). Connections between childrenʼs feelings of social inclusion and their musical backgrounds – Evidence from Finland and the UK. Journal of Social Inclusion, 2 (2), 34-57.
Rinta, T.and Welch, G.F. (2008). Should Singing be included in Speech and Voice Therapy for Children?. Journal of Voice, 17(2), 100-112.
Rinta, T. and Welch, G.F. (2008). Connection between childrenʼs speaking and singing behaviours: implications for education and therapy. Journal of Voice, 15(4), 156-163.