bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Energetics of Global Thermohaline Circulation and Its Wind Enhancement
Authors: Urakawa L. Shogo , Hasumi Hiroyasu 
Published: February 2009

Abstract
The energy budget of global thermohaline circulation (THC) is numerically investigated using an ocean general circulation model (OGCM) under a realistic configuration. Earlier studies just discuss a globally integrated energy budget. This study intends to draw a comprehensive picture of the global THC by separately calculating the energy budgets for three basins (the Atlantic, Indo-Pacific, and Southern Ocean). The largest mechanical energy source is a kinetic energy (KE) input to the general circulation by wind. Of that, 0.3 TW is converted to gravitational potential energy (GPE), and 80% of the energy conversion occurs in the Southern Ocean. Almost the same quantity of GPE is supplied by vertical mixing. Injected GPE is almost equally dissipated by convective adjustment and the effect of cabbeling, and a large part of that is consumed in the Southern Ocean. A dominant role of the Southern Ocean in the energy balance of THC and importance of the interbasin transport of GPE are found. Then, the enhancement of the meridional overturning circulation in the Atlantic induced by wind in the Southern Ocean is examined. Calculating the energy budget anomaly enables the authors to identify its mechanism as a component of THC.
Programs, materials and techniques
Authors: Brown Virginia 
Published: February 2009

Map reading and related geographical tasks are important, usually as a part of social studies, sometimes as a part of mathematics, and certainly as a necessity for everyday functioning in contemporary society. These skills receive very little systematic attention because they are “assumed,” i.e., everyone assumes that the responsibility for their direct instruction belongs to someone else. This month Mildred Odom, Kansas “Teacher of the Year,” reviews the Actionmap Program designed to provide materials and activities for direct instruction. The editor comments and suggests additional references. A second feature describes Mathmates, a product of Peter Rosenbaum's Peer Tutoring Project at Teacher's. College, Columbia University. Attention is drawn to Mathmates as providing an exemplar of “drill” materials. The third item this month is a worksheet, a Multipurpose Guide to analyzing and accounting for some of the elements involved in the organization and management of a learning disabilities program. Such a worksheet should prove useful when considering the design, operation, and evaluation of classroom or district programs.
Programs, materials and techniques
Authors: Brown Virginia 
Published: February 2009

Much of my effort in this year's columns has been to consider areas where special attention is needed in order to improve the state of programs, materials, and techniques. This month's column focuses on the controversial topic of teacher evaluation. Carole Urbansok, an educational psychologist, briefly describes several of the checklists used at the University of Toledo College of Education to develop and evaluate certain competencies generally useful in learning disabilities. Editorial comment then describes some of the major political and practical blocks to serious efforts at the evaluation of teacher competence, and further makes several modest recommendations to the field. Hopefully, we will be hearing more about the content and methodology of teacher evaluation in the coming year. Two reviews are also presented for teachers, parents, and for teacher-educators. The first, Dorothy Hennings' Smiles, Nods, and Pauses, stresses the role of nonvocal communication in human affairs. The second, Charles Duke's Creative Dramatics and English Teaching, is an excellent text-resource book that provides a practical introduction to the various drama activities and drama-related techniques that can be used in the learning process. Both books suggest a wealth of additional resources for further study.
Programs, materials and techniques
Authors: Etten Carlene Van , Etten Glen Van 
Published: February 2009

This article presented a two-dimensional model of educational measurement. From this model, four types of measurement were derived. Several strategies for applying three of the four types of measurement to instructional programs were discussed. The potential consumer of any major instructional program must consider carefully the data collection procedures the material employs. The more direct and the more continuous the data system, the more precise the teaching-learning process becomes. Direct and continuous data make possible early teacher intervention in the instructional program. As frequency and directness of measurement decreases, so does teacher control of pupil learning behavior. The learning disabled child is behind. Therefore, time is always at a premium. The use of more precise measurement procedures helps extend both pupil learning and teaching time.
Affective Education and the Learning Disabled Student
Authors: Shelton Marian N. 
Published: February 2009

Professionals in the field of learning disabilities have developed an extensive list of characteristics to describe the population. Among them there can usually be found some reference to poor self-concept or some statement referring to inadequate social or emotional development. A variety of teaching techniques and programs has been developed to ameliorate the various academic difficulties of learning disabled children. Considerably less attention has been given to the development of programs or techniques to enhance the social and emotional development of the learning disabled. This month, a guest writer, Marian Shelton, PhD, shares our column and focuses on six components necessary for planning a successful program for affective education. Following her contribution, the editors examine four programs and materials designed to enhance the self-concept and general social and emotional growth in children. Though none of the materials reviewed in this column were developed specifically for the learning disabled population, all can easily be adapted for use with children with a wide variety of learning and behavior problems. — C.V.E., B.W.
Teaching Approach for Developing Nonverbal Communication Skills in Students with Social Perception Deficits
Authors: Minskoff Esther H. 
Published: February 2009

Social perception deficits are viewed as the most serious of all types of learning disabilities and yet little attention has been given to remediating such deficits. In Part 1 of this two-part article an approach for ameliorating such disabilities based on task analysis and diagnosis and prescription is described. Nonverbal communication skills are task analyzed into step-by-step sequences with a four-stage teaching approach: discrimination of specific social cues, understanding of the social meanings of such cues, appropriate usage of such cues, and application of such cues to actual social problems. In Part 1, teaching activities based on this four-stage approach are given for the nonverbal communication areas of kinesics, or body language. In Part 2, teaching activities for these educationally less familiar nonverbal communication areas will be described: proxemics, or the use of space; vocalics, or the use of prosodic, paralinguistic, and nonlinguistic features; and artifactual cues such as cosmetics and clothing.
Children's Preference for Authentic versus Arranged Versions of World Music Recordings
Authors: Demorest Steven M. , Schultz Sara J. M. 
Published: February 2009

In two separate studies, we examined fifth graders' preference for authentic and arranged versions of world music recordings, the relationship of those preference ratings to familiarity, and teachers' ability to predict student preferences. In the first study, intact classes of fifth-grade students were randomly assigned to an authentic or arranged listening condition and indicated their familiarity and preference for the same 19 world music songs on a 6-point Likert scale. Teachers of the students in the study attempted to predict their students' preference and familiarity ratings for those same 19 recordings. In the second study, students heard both versions of each song side by side and were asked to first choose the version they preferred, then indicate strength of preference and familiarity. Results of both studies indicated that familiarity with a world music song is positively related to student preference for that song. Subjects in the first study did not differ significantly in the magnitude of their preference ratings between authentic or arranged conditions, whereas subjects in the second study overwhelmingly preferred arranged versions in head-to-head comparisons. Teachers' predictions of preference and familiarity ratings were significantly related to student ratings, though tended to be significantly higher. July 1, 2004 October 20, 2004.
Elsie Shawe, Music Supervisor in St. Paul, Minnesota (1898–1933)
Authors: Howe Sondra Wieland 
Published: February 2009

Elsie Shawe (1866–1962), supervisor of music in St. Paul, Minnesota, for thirty-five years, is an example of a music supervisor in the United States who was active in the formative years of the Music Supervisors National Conference (MSNC). Although she is cited only briefly in national accounts, there is a substantial amount of material on her career in local archives. In the St. Paul Public Schools, Shawe supervised classroom teachers, organized the school music curriculum, and conducted performances in the community. She served as a church organist and choir director in St. Paul and was president of the Minnesota Music Teachers Association. At the national level, Shawe was an officer of the NEA Department of Music Education and a member of the board of directors of the MSNC. Through her committee work, Shawe promoted the standardization of patriotic national songs. May 5, 2004 November 10, 2004.
Gender and Participation in High School and College Instrumental Jazz Ensembles
Authors: McKeage Kathleen M. 
Published: February 2009

This study is an examination of the relationship between gender and participation in high school and college instrumental jazz ensembles. Student demographic and attitudinal information was collected using the researcher-designed Instrumental Jazz Participation Survey (IJPS). Undergraduate college band students ( N=628) representing 15 programs offering degrees in music education were surveyed. Gender and jazz ensemble participation were found to be related at both levels; 52% of women and 80% of men surveyed reported playing jazz in high school, and 14% of women and 50% of men played in college. The results indicated that attitudes toward participation are influenced by both gender and jazz experience. Women and men were found to differ in their stated reasons for quitting jazz. Women's decisions to discontinue were affected by primary instrument selection, institutional obstacles that narrow participation options, feeling more comfortable in traditional ensembles, and an inability to connect jazz participation to career aspirations. April 21, 2004 October 1, 2004.
Preservice String Teachers' Lesson-Planning Processes
Authors: Schmidt Margaret 
Published: February 2009

This yearlong qualitative study is an examination of 10 undergraduate preservice teachers' lesson planning for the classes and/or individual lessons they taught in a university string project. Data analysis revealed that these preservice teachers held differing views of lesson planning from each other and from their supervisor. Five themes emerged: (a) concerns about knowing how to begin to plan, (b) difficulty identifying what the children needed to learn, (c) the prominence of decisions made on the fly, (d) comparisons of thinking about teaching and planning with actual written plans, and (e) limited transfer of in-class experiences to teaching in the project. Suggestions for teacher educators include acknowledging the complex nonlinear relationship between planning skills, teaching experience, and professional knowledge; structuring guided experiences with a variety of lesson planning formats (e.g., written, mental, verbal); and maximizing opportunities for preservice teachers to reflect on connections between their experiences as students and as teachers. September 22, 2004 December 10, 2004.
Preservice and Experienced Teachers' Lesson Plans for Beginning Instrumentalists
Authors: Brittin Ruth V. 
Published: February 2009

Preservice and experienced teachers ( N=58, from 7 universities) wrote lesson plans for a hypothetical beginning band lesson, using one page from a band method book as source material. Lesson plans were analyzed for word count, level of detail, and for strategies that appeared most frequently. Experienced teachers used fewer words than undergraduates but revealed the same number of strategies and level of detail, on average. There were institutional differences in the variety of strategies incorporated, indicating certain institutions may value a wider range of strategies and activities in beginning band classes. Participants also compared their written plans to a published lesson plan and rated their familiarity with various approaches, giving another view on strategies considered most common. Familiarity ratings were similar when comparing preservice and experienced teachers and when comparing institutions. Degrees of prevalence of specific strategies, such as decontextualization of material, repetition, and modeling are discussed. May 7, 2004 January 18, 2005.
Comparisons of Higher-Order Thinking Skills among Prospective Freshmen and Upper-Level Preservice Music Education Majors
Authors: Sheldon Deborah A. , DeNardo Gregory 
Published: February 2009

High school students aspiring to become music educators ( N=116) and upper-level music education majors ( N=130) took part in this investigation comparing higher-order thinking skills in an observation analysis task. We used certain procedures from previous investigations (Sheldon & DeNardo, 2004; Standley & Madsen, 1991). Upperclassmen demonstrated greater higher-order thinking skills, measured by success in providing descriptive and inferential statements in an observation task, compared to prospective freshmen. This outcome is consistent with those of prior studies (Sheldon & DeNardo, 2004; Standley & Madsen, 1991) and suggests that the continued development of higher-order thinking skills among prospective music educators can be cultivated within an undergraduate music education degree program. When entrance examination variables of prospective freshmen were analyzed for relationships, few strong correlations were found. February 27, 2004 December 14, 2004.
A Comparison of Successful and Unsuccessful Strategies in Individual Sight-Singing Preparation and Performance
Authors: Killian Janice N. , Henry Michele L. 
Published: February 2009

High school singers ( N=198) individually sang two melodies from notation, with and without a 30-second practice opportunity. Overall accuracy scores were significantly higher with preparation time. The less accurate singers, however, did not benefit from practice time. Analysis of videoed tests indicated that high scorers tonicized (vocally established the key), used hand signs, sang out loud during practice, physically kept the beat, and finished practicing the melody within 30 seconds significantly more frequently than did low scorers during practice. Similar strategies were used during performance, with the addition of tonicizing before singing. Sight-singing system used made no significant difference. Characteristics appearing significantly more often among high scorers included: region/state choir, private voice or piano lessons, playing an instrument, membership in instrumental ensemble, sight-singing individually outside class, and director giving individual sight-singing tests. Results are discussed in terms of strategies for teaching individual sight-singing and recommended areas of future research.August 11, 2004January 18, 2005.
Effects of Free versus Directed Listening on Duration of Individual Music Listening by Prekindergarten Children
Authors: Sims Wendy L. 
Published: February 2009

Preschool children's listening time responses to free versus directed listening activities were compared. For the free condition, children were instructed just to “listen as long as you would like.” The directed condition was a written task designed to focus attention on specific aspects of the music and give children something concrete to do while listening — again, for as long as the children chose to participate. Children listened individually with headphones, as one of the free-choice activities available in their preschool classroom. Each child listened to two classical music examples under both conditions. As a group, children did not listen significantly longer when presented with a specific task to complete while listening. Children's listening times varied widely from one another, including some children who listened longer than might generally be expected for this age. October 28, 2004 January 3, 2005.
Learning to Perform Benjamin Britten's Rejoice in the Lamb
Authors: Silvey Philip E. 
Published: February 2009

The purpose of this research was to examine the way three high school students perceived and experienced a choral composition they were learning to perform. This case study, conducted over a period of five months, chronicled the experiences and perceptions of three students from a large midwestern high school mixed choir as they learned to perform the extended choral composition Rejoice in the Lamb by Benjamin Britten. Three categories of experience (found to correlate with three philosophical forms of knowledge) emerged through data analysis: (1) impression (prepositional knowledge), (2) construction (procedural knowledge), and (3) understanding (acquaintance knowledge). Participants generally experienced these knowledge forms progressively, but also shifted between them idiosyncratically. Singers tended to focus on the technical skills needed to perform the music with accuracy. Deeper levels of understanding were contingent on each participant's personal history, openness, and effort in relation to the composition. July 8, 2004 May 4, 2005.
Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students
Authors: Schmidt Charles P. 
Published: February 2009

The purpose of this study was to (1) reexamine academic achievement motivation orientations within the context of instrumental music, and (2) examine relations among achievement motivation orientations, self-concept in instrumental music, and attitude to band in relation to teachers' ratings of performance achievement and effort, and students' grade level, gender, instrument, self-reported practice time, and selected music experience variables. Participants ( N= 300) were band students (Grades 7-12) in four school districts. Data were gathered concerning students' (a) motivation orientations (mastery, intrinsic, individual, cooperative, ego, competitive, approach success, avoid failure), self-concept, and commitment to band; (b) instrument, grade level and gender, practice time per week, and experience in private lessons, solo festival, and all-county band; and (c) performance achievement and effort as rated by their teachers. Results indicated that ratings of performance and effort were most strongly correlated with self-concept and intrinsic motivation, respectively. Practice time was most strongly correlated with intrinsic motivation. Factor analysis revealed three factors of motivation: Learning/Task Orientation, Performance/Ego Orientation, and Individual Orientation. The factors essentially replicated those found in a general academic achievement setting. Learning/Task Orientation was positively correlated with practice time, ratings of performance and effort, solo festival and private-lesson experience, and grade level. Performance/Ego Orientation was negatively correlated with grade level and solo festival ratings. Individual Orientation scores were positively correlated with ratings of performance and effort and solo festival ratings. Differences by gender and instrument group were nonsignificant. October 11, 2004 March 20, 2005.
Effects of Excerpt Tempo and Duration on Musicians' Ratings of High-Level Piano Performances
Authors: Wapnick Joel , Ryan Charlene , Campbell Louise , Deek Patricia , Lemire Renata , Darrow Alice-Ann 
Published: February 2009

The purpose of this study was to determine how judgments of solo performances recorded at an international piano competition might be affected by excerpt duration (20 versus 60 seconds) and tempo (slow versus fast). Musicians rated performances on six test items. Results indicated that piano majors rated slow excerpts higher than they rated fast excerpts, and that they rated slow excerpts higher than nonpiano majors rated either slow or fast excerpts; undergraduates rated long excerpts the same as or slightly higher than they did short excerpts, but graduate students and faculty rated long excerpts markedly higher than short excerpts; and undergraduate piano majors rated performances lower than did undergraduate nonpiano majors, but graduate piano majors and faculty rated performances higher than did graduate/faculty nonpiano majors. Also, accuracy items correlated with each other more highly than they did with other items, and judge ratings were higher for accuracy items than they were for other items. Finally, judge consistency was shown to be related to excerpt duration, excerpt tempo, instrumental major, and level of education. Results generally show that ratings taken after 60 seconds differed from ratings taken after 20 seconds, and that ratings provided evidence that judges were able to distinguish between different test items. November 23, 2004 April 27, 2005.
Selected Influences on Solo and Small-Ensemble Festival Ratings
Authors: Bergee Martin J. , McWhirter Jamila L. 
Published: February 2009

With this study, we replicated and extended the work of Bergee and Platt (2003). Analyzing ratings outcomes of 7,355 small-ensemble and solo events from two consecutive midwestern state festivals (2001 and 2002), Bergee and Platt found statistically significant differences in the main effects of time of day, type of event (solo/ensemble), and school size. In the replication phase of the present study, we used their procedures to analyze data from the 2003 festival ( N=3,853), finding significant differences in the same three main effects and also performing medium (vocal/instrumental). In both studies, the type of event by performing medium interaction was significant. The extension phase consisted of applying logistic regression techniques to the fitting of a theoretical model of prediction. Two variables were added to the original four-geographical location and district level of expenditure per average daily attendance. All main effects except geographical location (eliminated owing to high collinearity), plus the type of event by performing medium interaction, emerged as strong predictors of ratings outcomes. Afternoon scheduling, entering from a large, relatively high-expenditure school, and performing as a vocalist and a soloist significantly predicted the highest rating. January 18, 2005 March 15, 2005.