ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Music Teachers&apos; Perception of Their Music Teachers
Author: Ahmethan, Nurtug Bariseri
Date: 2017-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Music Teachers,Student Attitudes,Figurative Language,Foreign Countries,Teacher Characteristics,Teacher Role,Music Education

This research examines preservice music teachers' perception of their music teachers during their schooling. The data for the research were obtained by asking 135 preservice music teachers to fill in the blanks in the sentence 'my music teacher was like a…, because...' A content analysis of the data resulted in 80 different metaphors. These metaphors were grouped into eight different categories. The participants' perceptions were mainly focused on four roles and characteristics of their music teachers namely, 'guiding/supportive,' 'expert/authority,' 'kind/supportive,' and 'inefficacious/with communication problems'. The results showed that, participants' music teachers had an important role in terms of providing them guidance, and being kind and supportive. However, participants were taught in more traditional way of teaching where teachers are seen as transmitter of knowledge and authoritarian. Some negative comments about their music teachers were given which needs further research.
Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers (Part 1 of 3)
Author: Vanek, Jen
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,Teacher Effectiveness,Capacity Building,Instructional Design,Adult Education,Technology Integration,Pedagogical Content Knowledge,Technological Literacy,Teaching Methods

A predominant narrative about adult education during the COVID-19 pandemic has been about how teachers, under unprecedented hardship, endeavored to work in new ways, drawing on technology tools and digital resources to sustain instruction when they could not meet learners in person. In order to succeed, teachers had to embrace working in entirely new ways--especially in the way they planned or designed instruction. In this article, Jen Vanek offers the suggestion of encouraging structured use of technology integration frameworks and strategies to evaluate the effectiveness of their decisions and implementation. Doing so can help teachers build on what they learned as practitioners during the pandemic and build their capacity to design technology-rich instruction that meets the needs of diverse learners. This article discusses the following tech integration models: (1) Technological, Pedagogical and Content Knowledge (TPACK); (2) Puentedura's Substitution, Augmentation, Modification, and Redefinition (SAMR); and (3) the Triple E Framework--Enhance, Extend, and Engage.
Instrumentalists in Vocal Methods: Analysis of Student-Identified Transfers between Instrumental and Vocal Strategies
Author: Wayman, John B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Teachers,Music Education,Teacher Education Programs,Teacher Selection,Teacher Certification,Singing,Musical Instruments,Outcomes of Education,Teacher Education Curriculum,Preservice Teachers,State Policy,Interdisciplinary Approach,Prior Learning,Methods Courses,Liberal Arts,Small Colleges,Rating Scales,Self Evaluation (Individuals),Student Attitudes,Transfer of Training

Music educator preparation curricula have been studied by several researchers (Killian, Dye &amp; Wayman, 2013; Raiber &amp; Teachout, 2014; Thornton, Murphy &amp; Hamilton, 2004). Preservice educators complete a unique curriculum to meet the requirements of their institution based on the guidelines for teacher certification set by the state education association. Therefore, newly certified teachers should technically be able to teach any music class at any level (Henry, 2005). Because of this type of certification, principals can feel justified in hiring one instructor to teach both instrumental and vocal areas. On the surface, to a non-musician, this can sound like a good use of funds, but may not equate to a thriving music classroom experience for the students or the teacher. Although an element of cross-curriculum teaching is occurring with utilizing vocal techniques to enhance instrumental ensemble outcomes, the reverse role of using instrumental knowledge to help teach vocal techniques seems to be missing in the research. Also, research on the transfers that instrumentalists make from their background knowledge to the voice seems to be limited. In efforts to bridge this gap, the purpose of this study was to explore the transfers made by preservice music educators with an instrumental emphasis when working on vocal literature in a vocal methods course.
A Gender Analysis of Texas University Interscholastic League Band Concert and Sight Reading Evaluation Adjudication Panels from 2010-2019
Author: Najera, Melinda M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Intercollegiate Cooperation,Music Education,Music Reading,Music Teachers,Evaluators,Student Evaluation,College Students,Competition,Middle Schools,High Schools

The purpose of this study was to determine the male-female ratio of band directors serving on adjudication panels for Texas University Interscholastic League (UIL) concert and sight reading evaluations from 2010-2019. The Texas Music Forms database was used to access a list of UIL band concert and sight reading adjudicators from across the state from 2010-2019. Adjudicator panels were analyzed by gender, region, grade level (middle school and high school), and type of evaluation. Results indicate that the average percentage of female UIL band adjudicators hired between 2010 and 2019 was 16.6%, and there were 5.5% more female judges in 2019 than in 2010. When the number of women who served on multiple panels during a given year is considered, the actual number of females who were hired between 2010 and 2019 decreases anywhere from 43.7% to 58.16% annually. Of the 1,482 combined concert and sight reading evaluation panels from 2010-2019, only 3 (0.2%) were all-female, while 639 (43.1%) of the combined panels were all-male, and 840 (56.7%) of the combined panels were mixed gender. The data show that the largest concentration of female adjudicators (27.24%)served on middle school panels, whereas only 8.4% of high school panels were female, and 9.8% of combined middle and high school panels were female. While the percentage of females serving on UIL band adjudication panels has slowly risen over the past decade, they continue to be noticeably underrepresented. Further research on the gender of band adjudicators in other states with a similar evaluation process could be conducted to determine if this issue is national in scope.
Beyond Crisis, toward Justice: New Technologies in Community-Based Adult Learning (Part 2 of 3)
Author: Smythe, Suzanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Justice,Technology Uses in Education,Adult Education,Service Learning,COVID-19,Pandemics,Foreign Countries

In this response, Suzanne Smythe imagines the role of new technologies in community-based education as we settle into a &quot;new normal.&quot; This article builds upon and extends Jen Vanek's suggestions in Part 1 by drawing upon research and practice oriented to digital justice. Smythe describes her experiences as an adult literacy researcher in Canada, working closely with community-based educators and researchers to map new pedagogies, as well as fissures of digital inequality, that have deepened during the pandemic. She considers how concepts of digital equity and digital justice may help educators think through the benefits and problematics of technology integration in adult and community-based education. This article adds new considerations for technology integration to Vanek's questions and principles. [For Part 1, see EJ1344704.]
Beyond Frameworks: Supporting Adult Educators to Leverage Technology and Customize the Learning Experience (Part 3 of 3)
Author: Cacicio, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Educators,Adult Education,Teaching Methods,COVID-19,Pandemics,Online Courses,Educational Change,Capacity Building,Technological Literacy,Influence of Technology,Educational Needs,Adult Students,Flexible Scheduling,Independent Study,Individual Differences,Equal Education,Sustainability

In the hours following the 2020 COVID-19 outbreak and subsequent shutdown, educators across the nation were suddenly tasked with teaching online. As Jen Vanek describes in &quot;Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers (Part 1 of 3)&quot; (EJ1344704), the majority of educators had to quickly learn and adopt new ways of planning and delivering instruction. Over time, the conversation around the role of technology in adult education shifted. In spite of the tremendous hardship experienced in and outside of the classroom, the crisis revealed an untapped opportunity to meet the needs of adult learners more effectively through flexible programming, digital skills development, and personalization of learning. The purpose of this article is to delve deeper into the myriad individual and systemic factors that impact the adult learner, educator, and their interactions through the lens of learner variability. Embracing well-designed and implemented education technology is a major step in the future of equitable and sustainable learning for adult education, and understanding the whole person remains at the core of learner success. [For Part 2, see EJ1344707.]
Digital Game-Mediated Language Learning for Adults
Author: Gee, Elisabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Game Based Learning,Guidelines,Adult Literacy,Adult Basic Education,Literacy Education,Learning Theories,Generalization

This article identifies and describes several different approaches to using game-mediated language learning (GML2), drawing in particular on Reinhardt and Sykes' (2012; 2014) framework and related literature. The article concludes with a brief discussion of potential applications to adult literacy and basic education settings and learners.
Engineering Design-Based Thematic Activities: An Investigation of Pre-Service Science Teachers&apos; Entrepreneurship Mindsets
Author: Kiyici, Gülbin
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Entrepreneurship,Design,Problem Solving,Water Pollution,Sanitation,Cooperative Learning,Science Instruction,Preservice Teacher Education

The purpose of this study is to examine changes in pre-service science teachers' entrepreneurship mindsets during engineering design-based activities. A holistic single-case study was used in the study. Twenty-eight pre-service teachers carried out engineering design-based activities (five weeks, 20 hours) in the science teaching laboratory practices course. The pre-service teachers' use of Entrepreneurship Mindsets (EM) in solving the water pollution problem during engineering design-based activities was examined in this study. Data were collected via engineering design challenge worksheets and public service announcements. The data were analyzed with the Extended KEEN Student Outcomes (eKSOs) rubric. Frequency tables were created in line with the sub-dimensions of EM (curiosity, connections, creating value, communication, character, and collaboration). As a result of the research, it was found that the pre-service teachers mostly used curiosity, connections, and creating value during the water treatment and wastewater assessment plant design process. Engineering is an important context for the development of EM as it creates various contexts that contribute to the development of these mindsets in pre-service science teacher education.
The Impact of Extracurricular Tutoring Time Investment on Academic Performance of Secondary School Students: An Empirical Analysis Based on PISA2015 Data of Four Provincial Administrative Regions in China
Author: Song, Haisheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extracurricular Activities,Tutoring,Secondary School Students,Academic Achievement,Achievement Tests,International Assessment,Outcomes of Education,Mathematics Achievement

We use the Hierarchical Linear Model to analyze the current state of extracurricular tutoring time for secondary school students and its impact on academic performance using PISA2015 data from four provincial administrative regions in China. The study discovered that the effect of extracurricular tutoring time on academic performance is a non-linear relationship that initially declines and then increases, indicating that subject-specific tutoring have a threshold effect. When tutoring time exceeds a certain threshold, academic performance improves qualitatively. However, when mathematics tutoring time exceeds a certain threshold, the gap in mathematics scores between students from different family backgrounds widens, resulting in educational inequality. The effect of school curriculum time on student achievement is a non-linear relationship that begins with an increase and then declines. When compared to off-campus tutoring time, in-school curriculum time can more effectively improve student academic performance.
The Coordinated Development of Secondary Vocational School Specialty Clusters and Industry Clusters: Citing Longgang No.2 Vocational and Technical School of Shenzhen as a Case Study
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Educational Quality,Secondary Schools,Vocational Schools,Vocational Education,Educational Change,Specialization

With the implementation of the state's Plan of Constructing High-Level Vocational Schools and Specialties with Chinese Characteristics, the construction of specialty clusters has become a hot topic. They are critical tools for improving the educational quality of vocational schools by promoting vocational education transformation, upgrading, and innovation. To maximize the effectiveness of specialty cluster development in secondary vocational school curriculum reform, we must first identify the rationale for multi-agency involvement in the development of specialty clusters and then formulate action plans. This article examines the definitions and connotations of specialty clusters and discusses the contexts in which specialty clusters emerged. It examines strategies for developing specialty clusters using Shenzhen's Longgang No. 2 Vocational and Technical School as an example.
&quot;It&apos;s Better That She Sees Me&quot;: Digital Visual Literacy Narratives of Women Immigrants in Chile and Implications for Adult Literacy
Author: Cuban, Sondra
Date: 2022-00-00
Type: Journal Articles
Subjects: Females,Immigrants,Foreign Countries,Information Technology,Visual Literacy,Family Relationship,Technological Literacy,Telecommunications,Handheld Devices,Multiple Literacies,Gender Differences,Adult Literacy,Literacy Education,Federal Legislation,Federal Programs,International Educational Exchange,Spanish,Haitians,Creoles,Profiles,Videoconferencing,Social Media,Computer Mediated Communication,Rural Areas,Access to Computers

Narratives drawn from a Fulbright study of immigrant women in Chile communicating with their families at-a-distance through information and communication technologies show that they utilized digital visual literacy practices. Digital visual literacy is a combination of digital literacy and visual literacy and even goes beyond these conceptualizations. By manipulating their levels of visibility through platforms on smartphone devices, immigrant women strove to create a sense of co-presence with their families abroad. This paper demonstrates the complexity and relevance of combining visuality with multi-literacies, voice, and gendered narratives of digital communication for immigrants inside and outside of adult literacy classrooms.
The Digital Literacy Action Plan: A Strategy for Differentiation and Learner Agency in Digital Literacy Instruction
Author: Riggs, Rachel
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Personal Autonomy,Skill Development,Goal Orientation,Planning,Reflection,Individualized Instruction,Adult Basic Education

When I began my career in adult education as an adjunct ESL teacher, I felt well-equipped with an understanding of second language acquisition and evidence-based teaching methods. At the time, I knew nothing about digital literacy. Once I began to understand its importance and the challenges that it posed in the classroom, I developed the Digital Literacy Action Plan, an instructional strategy designed to differentiate, increase learner agency, and address digital equity concerns. This article is written for adult basic education instructors who aim to integrate digital literacy skills into their instruction in a way that is meaningful to each learner and empowers learners to acquire digital skills autonomously.
The Power of the Positive: Enhancing Online Student Engagement for Adult Literacy Learners
Author: Beattie, Ellen N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Literacy,Literacy Education,Emotional Response,Psychological Patterns,Learner Engagement,Independent Study,Online Courses,Active Learning,Outcomes of Education,Academic Achievement,Neurosciences,Psychology,Intervention,Criticism,Teaching Methods,Teacher Student Relationship,Peer Relationship,Course Content,Feedback (Response)

The evolving neurobiological and psychological understanding of emotions, specifically positive emotions, provides fascinating insights into how learners' emotions can be evoked, and online learning environments can be crafted to maximize student engagement. Engaged online learners are more active, self-directed, and responsible; they persist and find academic success at higher rates. This article aims to maximize learner outcomes by combining the research and frameworks of online student engagement with the neuroscience and psychology of positive emotions. This research suggests that positive psychology interventions, which have been consistently correlated to positive organizational outcomes when similarly used in business initiatives, also apply to the online adult literacy classroom. The infusion of practical positive psychology principles and the purposeful use of positive emotions in the online setting are presented from three distinct perspectives: creating a positive culture, facilitation, and academic content.
A Case Study of the Governance Models of Schools and Departments in Tsinghua University, China
Author: Xiao, Hongying
Date: 2022-00-00
Type: Journal Articles
Subjects: College Administration,Governance,Models,Departments,Stakeholders,Foreign Countries,Democracy,Cooperation,Coordination

The purpose of this study is to analyze the governance structure of Tsinghua University at the school and the department levels. This study takes a qualitative approach by collecting data from university archive and in-depth interviews. The data were triangulated to seek for common patterns and emerging themes. Five types of governance at the school and the department levels were identified: the pluralistic co-governance model, the academic-led model, the administrative-academic coordination model, the academic-social interaction model, and the state-led model. The special features of each type of model were analyzed to reflect their suitability to the corresponding schools or departments.
Application of the Flipping Concept in Educational Planning
Author: Johnson, Arvin
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Planning,Flipped Classroom,Meetings,Budgeting,Program Evaluation,Programming,Efficiency,Program Effectiveness,Educational Benefits,Higher Education,Secondary Education

The purpose of this paper is to recognize the special features of the flipped classroom and to explore the aspects of opportunities that the flipping concept can be applied to educational planning. The essential elements of the flipping concept are identified. A brief review of the key studies on flipped classrooms at both the college and high school levels was presented. Analysis is made on the basic flipping concept as it applies to educational planning meetings. Then, the flipping concept is incorporated with the stages of the Planning, Programming, Budgeting and Evaluation System (PPBES) to perceive how the flipping concept can help with strengthening the efficiency and effectiveness of the planning system. The authors conclude by confirming the key elements of the flipping concept, &quot;increased interaction&quot; and &quot;practical application,&quot; as clear benefits to the educational planning process.
Experts&apos; Perception of Secondary Education Quality Management Challenges in Ethiopia
Author: Aklilu, Alemu
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary Education,Educational Quality,Foreign Countries,Developing Nations,Quality Assurance,Expertise,Accountability,Teacher Education,Certification,Educational Finance,Budgets,Academic Achievement

Following the intensification of secondary education in the developing world, the attention of Ethiopia has currently shifted to its quality education and its management. This study is aimed to explore experts' perceptions of quality management challenges in secondary education in Ethiopia. The researchers employed a case study design recruiting participating supervisors from the Ministry of Education, region, zone, wereda, and cluster by using a purposeful sampling technique. Twenty-six interviewees took part in this study. The researchers employed NVivo 8 versions together with a thematic analysis process to analyze the data. This study revealed that major problems that affected quality management practices in Ethiopia were: lack of qualified experts at all levels; lack of accountability in every echelon; the changing nature of teacher education; the ineffectiveness of teacher-licensing programs; and lack of educational budget and the problem of utilizing this limited budget. The study concluded that the experts at different levels were not genuinely fulfilling their roles and responsibilities. Therefore, the Ministry of Finance and Economic Development, together with the concerned parties, need to reconsider budget allocation for secondary education.
Using Case Method to Address Equity-Related Gaps in Principal Aspirants&apos; Learning Experiences
Author: Leggett, Stacy R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Teaching Methods,Preservice Teacher Education,Principals,Equal Education,Learning Experience,Writing (Composition),Occupational Aspiration,Leadership,Case Method (Teaching Technique),Teacher Attitudes,Educational Strategies,College Faculty

Case method as an andragogical approach connects theory and practice in numerous fields: law, medicine, business, and education. With the recent COVID-19 pandemic and lockdowns faced by public schools, higher education institutions faced challenges in how to address learning that had previously occurred within field experiences. The authors, working in the field of educator preparation, were able to shift some learning from field experiences to case method. With this shift, they were able to purposefully address issues of equity that students inconsistently encountered through field experiences. This self-study focuses on the implementation of a case study that had been previously published in a peer-reviewed journal by the authors. This case study became part of the culminating assessment for a course in the principal preparation program. Student responses indicated that case method instruction offered an opportunity to consider decisions involving equity in a low stake environment.