ethanporcaro/eric-fulltext-meta huggingface dataset:
Catching a Glimpse of the Future: One Year on in a Youth String Project
Author: Power, Anne M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Musical Instruments,Youth Programs,Low Income Groups,Foreign Countries,Musicians,Drills (Practice),Diaries,Focus Groups,Observation,Student Attitudes,Parent Attitudes,Teacher Attitudes,Program Effectiveness,Skill Development,Interviews,Qualitative Research,Statistical Analysis

The provision of musical experiences for youth, especially in low socio-economic areas (SES), requires funded support and imaginative resourcing. This paper presents data from the Penrith (NSW Australia) Youth String Program offered in partnership by the Australian Chamber Orchestra (ACO), Penrith Symphony Orchestra (PSO) and The Joan Sutherland Performing Arts Centre (The Joan) over a period commencing in 2015-2016. The current context for young musicians in the locality is one of inequitable distribution of educational resources and access to knowledge. Consequently, this research is framed by Opportunity to Learn theory. The program has been designed to encourage young string players in the Penrith area through a program of guided rehearsals and tutorials. The evaluation plan incorporates the following data: student practice logs; and student, parent and tutor focus groups as well as site visit observations to capture information about the quality of program implementation. This paper reports on the research question: What did the participants gain from their involvement in the program? Findings demonstrate that the participants developed both skills in performance and expressive ensemble playing. Implications are that the program has encouraged the students to be aware of their own progress and to develop personal goals, whether they are to play a challenging piece of music well or to imagine a future in professional music making. The impact of the carefully spaced rehearsals in the program, the combination of local and visiting tutors and the development of personal goals suggest avenues for future research.
Implications of a Culturally Rich and Linguistically Diverse Musical Life for Music Teaching and Learning
Author: Fung, Annabella
Date: 2016-00-00
Type: Journal Articles
Subjects: Music Education,Ethnography,Musicians,Music Activities,Executive Function,Teaching Methods,Foreign Countries,Social Influences,Cultural Influences,Asian Culture,Music Teachers,Confucianism

I am a Chinese-Australian musician-educator of over three decades. In this autoethnography, I act as an agent of change by presenting my life as a social project. This assists understanding of a larger relational, communal and political world that moves us to critical engagement, social action and change. Evolutionary psychology asserts that language has evolved from the use of music. Empirical research maintains that children who start learning music early become better learners of languages. Music psychologists argue that music education is crucial in identity construction. Being a multi-lingual, multi-instrumental, and multi-occupational individual, I consider myself primarily a musician. My various identities in music as pianist-accompanist, singer, choral conductor, composer, and dance instructor informed and shaped my other identities as psychotherapist, interpreter-translator, author, teacher and academic researcher. The findings of this study suggest that formal/informal musical engagement fosters executive brain functions that determine my learning outcomes. My research contributes to the national debate about the benefits of music in education. It addresses a research gap identified about the effect of musical engagement on identity formation, and learning in other curriculum areas. The findings can assist music advocacy and provide insight to the preparation of future educators for multicultural Australia.
Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework
Author: Jung, Pyung-Gang
Date: 2017-04-00
Type: Journal Articles
Subjects: Emergent Literacy,Intervention,Writing (Composition),Control Groups,Experimental Groups,Curriculum Based Assessment,Achievement Tests,Writing Achievement,Special Needs Students,Individualized Instruction,Pretests Posttests,Multivariate Analysis,Elementary School Students,Teaching Methods,Intermode Differences,Instructional Effectiveness,Research Utilization,Evidence Based Practice

We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing intervention within a DBI framework for 30 min, 3 times per week, for 12 weeks. Control students received business-as-usual writing instruction. We measured writing performance using curriculum-based measures (CBM) and Woodcock Johnson III Tests of Achievement (WJ III). We found significant treatment effects on CBM outcomes (Hedges g = 0.74 to 1.36). We also found a significant interaction between special education status and condition on the WJ III favoring treatment students with disabilities (Hedges g = 0.45 to 0.70). Findings provide preliminary support for using a combination of research-based intervention and DBI with students with intensive writing needs.
Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices
Author: Cheng, Zijia
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Motivation,Music Education,Musical Instruments,Music Teachers,Phenomenology,Case Studies,Foreign Countries,Teaching Methods,Parent Role,Student Evaluation,Tests,Performance,Qualitative Research,Semi Structured Interviews,Learner Engagement

Many students learn to play the piano but some lack the motivation to continue learning. Many students learn for extrinsic reasons. This research will explore understandings about student motivation held by expert piano teachers who have developed strategies to improve their students' intrinsic motivation to begin and continue learning. This small scale phenomenological case study examined three expert and experienced piano teachers' understandings of student engagement and motivation. The analysis generated a number of themes in relation to students' motivation in piano learning. The findings of this current study could offer a range of ideas and reflections to assist instrumental teachers build their students' intrinsic motivation in learning and foster lifelong music making.
Putting Lullabies to Bed: The Effects of Screened Presentations on Lullaby Practices
Author: Brooks, Wendy
Date: 2016-00-00
Type: Journal Articles
Subjects: Singing,Sleep,Foreign Countries,Ethnography,Video Technology,Social Media,Computer Oriented Programs,Television,Content Analysis,Child Development,Infants,Young Children,Music,Case Studies,Qualitative Research,Family Relationship,Family Environment,Observation

Lullabies have existed since ancient times, and are sung across all most all cultures to soothe babies and lull them to sleep. As screen media use pervades contemporary familial lives, it is perhaps inevitable that lullabies have been adopted and adapted as repertoire. This recording of lullabies in audiovisual modes has transformed the ways in which these songs are learned, transmitted, experienced and used within young children's lives. As part of a larger study investigating music and screen media in the lives of young children, this paper reports on evolving lullaby practices in the lives of Australian children. Using an ethnographic methodology, content and production of, and responses to, lullabies presented via YouTube, Apps and television have been analysed. Findings indicated that lullabies presented via YouTube clips and Apps tend to be economically produced, and demonstrate a lack of understanding of young children's social and/or developmental needs. Televised lullabies tend to function as signals for settling, rather than for lulling babies and young children to sleep, and their use plays an increasingly significant role in families' everyday routines.
The Incorporation of Quality Attributes into Online Course Design in Higher Education
Author: Lenert, Kathleen Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Quality,Online Courses,Higher Education,Instructional Design,Best Practices,Course Content,Surveys,Statistical Analysis,Educational Improvement,Comparative Analysis,Likert Scales

A survey was designed incorporating questions on 28 attributes (compiled through a literature review) and considered to be quality features in online academic courses in higher education. This study sought to investigate the ongoing practice of instructional designers and instructors in the United States with respect to their incorporation of these quality best practices into their design process and course content. Although most respondents indicated they included the majority of the quality attributes in courses they designed or taught, a significant number rarely or never included some of the generally accepted features shown to result in positive learner outcomes.
The Nature of Psychology: Reflections on University Teachers&apos; Experiences of Teaching Sensitive Topics
Author: Hulme, Julie A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychology,College Faculty,Foreign Countries,Semi Structured Interviews,Focus Groups,Qualitative Research,Emotional Response,Teaching Experience,Teacher Attitudes,Mental Health,Educational Benefits,College Instruction,College Curriculum

This paper describes one aspect of a larger scale qualitative study conducted to investigate psychology-specific issues in learning and teaching in higher education. Participants included academic psychologists from across the career spectrum and from diverse UK universities. A semi-structured focus group methodology was employed, and results were analysed using thematic analysis. A key theme related to the nature of psychology, with a subtheme of teaching sensitive topics. For our purposes, we define &quot;sensitive topics&quot; as topics within the psychology curriculum that may elicit an emotional or distressed response amongst learners. Psychology engages students in academic study and assessment that is relevant to their own personal circumstances or that they can find upsetting. Participants noted particular challenges when teaching sensitive topics, but also observed the value of doing so for students and society more widely. We explore the perceptions of university teachers with regard to teaching sensitive topics in psychology, reflect on the implications within higher education, and by extrapolation, within pre-tertiary education. We close with recommendations for curriculum developers and educators within both sectors.
Teaching Sensitive Issues: Psychological Literacy as an Antidote to Pedagogic Frailty
Author: Winstone, Naomi E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Patterns,College Faculty,Interviews,Psychology,Teacher Attitudes,Educational Strategies,Values,Risk,College Instruction,Teacher Characteristics,Models,Educational Environment,Educational Benefits,Academic Discourse

Many topics within the psychology curriculum can be described as &quot;sensitive&quot;, with potential for students to experience distress and discomfort. Given the pressure experienced by academics in Higher Education, the potential for student distress or complaints might lead lecturers to adopt a risk-averse approach to teaching, which is well represented by the concept of Pedagogic Frailty (Kinchin et al., 2016). Through interviews with nine psychology lecturers, we uncover the common concerns that arise when teaching sensitive topics, and the strategies employed to overcome these concerns. We also suggest that where teaching is strongly influenced by the values underpinning Psychological Literacy, those teaching sensitive topics may be less vulnerable to the characteristics of Pedagogic Frailty, as the risks associated with the teaching of sensitive topics are offset by the perceived importance of exposing students to sensitive topics. The implications for the teaching of psychology are discussed.
Undergraduates&apos; Experience of Preparedness for Engaging with Sensitive Research Topics Using Qualitative Research
Author: Simpson, Kerri L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Experience,Learning Readiness,Qualitative Research,Student Research,Research Problems,Experimenter Characteristics,Semi Structured Interviews,Student Surveys,Student Attitudes,Emotional Experience,Coping,Research Methodology,Performance Factors,Social Capital,Risk

This research explored the experience of five undergraduates who engaged with qualitative research as part of their final dissertation project. There have been concerns raised over the emotional safety of researchers carrying out qualitative research, which increases when researchers are inexperienced making this a poignant issues for lectures teaching qualitative research methods (Daley, 2012; Haverkamp, 2005). Undergraduates typically have the least research experience; limited research to date has been published into the experience of undergraduates carrying out potentially sensitive research. The following superordinate themes emerged in the lived experiences of the sample: Permissive factors; Protective factors; Coping strategies; and Difference between methodologies.
An Exploration of &quot;Scaffolded&quot; and &quot;Experiential&quot; Learning Environment&apos;s Impact upon Students&apos; Experiences of a Challenging Level 6 Topic in Forensic Psychology: MAPPA
Author: Wilkinson, Dean J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychology,Student Experience,Scaffolding (Teaching Technique),Experiential Learning,Educational Environment,Crime,Criminology,Vignettes,Learning Experience,Qualitative Research,Undergraduate Students,Interviews,Student Satisfaction,Student Surveys,Behavioral Objectives,Teaching Methods

Higher education institutions want to develop rounded, independent learners equipped with the required skills to embrace the challenges of post-graduation (European Commission, 2013). Vygotsky suggests learners are interdependent, born as social beings with emotional intelligence. Experiential learning is created by direct participation in life events (Houle, 1980). Learning which incorporates reflection upon everyday experience creates deeper learning, therefore this study aimed to explore the use of a &quot;scaffolded&quot; learning environment combined with 'experiential' learning environment on students' experiences of engaging with a challenging level 6 topic in forensic psychology: MAPPA. The session consisted of 80 level 6 students. The session was constructed around one basic scenario about a boy called Harvey. This scenario provided the basic foundation for students to begin to explore, reflect and problem solve. The basic scenario was accompanied by a number of work based scenarios, which contained specific information. Key themes emerged around Actual Learning Outcomes; Barriers; Solutions; Experience. These themes are discussed in the context of students learning and theories surrounding learning.
Taking the Student to the World: Teaching Sensitive Issues Using Field Trips
Author: Short, Fay
Date: 2017-00-00
Type: Journal Articles
Subjects: Field Trips,Controversial Issues (Course Content),Teaching Methods,Psychology,Student Experience,Case Studies,Relevance (Education),Instructional Effectiveness,Educational Strategies,Risk,College Programs,Foreign Countries,College Students

Field trips can provide an opportunity to take the student to the world, as an alternative to presenting the world to the student in the classroom. Such trips can create a forum for exploring controversial and distressing topics by exposing the students to first-hand experience, rather than second-hand accounts: witnessing the effects of blind obedience in the remains of a concentration camp whilst hearing the story of the survivors is a very different experience to the detached presentation of information in a classroom. This article outlines the benefits of using field trips to teach sensitive topics through accounts of four excursions taken by students in the School of Psychology at Bangor University. These case studies are presented alongside a list of tips to support those planning a future venture and evidence of the impact on students and staff.
Four Characteristics of Facebook Activities for English Language Learning: A Study of Malaysian University Students' Needs and Preferences
Author: Kasuma, Shaidatul Akma Adi
Date: 2017-06-00
Type: Journal Articles
Subjects: Social Media,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Student Needs,Foreign Countries,Semi Structured Interviews,Computer Mediated Communication,Grammar,Language Tests,Teacher Student Relationship,Language Teachers,Learning Activities,Qualitative Research,Student Attitudes

This paper identifies Malaysian university students' needs and preferences for online English language activities on a Facebook group that supports their formal learning. Two methods of data collection were employed; content analysis of the Facebook interactions, and semi structured interviews. Four main learning preferences or characteristics of online activities are identified; a) teacher-led activities (tasks and learning content provided by teachers), b) teachers' presence (one or two authority figures to facilitate learning and keep group lively), c) topics or content (entertainment-oriented, grammar quizzes, opinion-based discussions), d) structure of the group (optional and ungraded). The passive participants found the activity beneficial in improving their online communication ability, while the more active participants felt a boost of confidence to use English in a more public space like Facebook. The findings indicate that the students are in need of technological changes in learning, but are dependent on teachers' instructions to initiate the process. They exert selective interests in learning topics and content, and demonstrate partial autonomy in negotiating the online group's structure. The theoretical and practical implications, and recommendation for future research are briefly presented.
The Effectiveness of a Programme-Based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University
Author: Ismaiel, Nasrah Mahmoud
Date: 2017-06-00
Type: Journal Articles
Subjects: Program Effectiveness,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Learning Strategies,Pretests Posttests,Language Tests,Control Groups,Experimental Groups,Comparative Analysis,Females,Questionnaires,Memory,Metacognition,Statistical Analysis,Teaching Methods,Grades (Scholastic),Pronunciation,College Students,Foreign Countries

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this study consists of (123) females, it is parted into two sections; the experimental group consists of 55 female students and the control group consists of 68 female students. During the course of the study, learners were randomly chosen and randomly were divided into the experimental and control groups. The aim of the study is twofold: (a) to assess if there exist notable discrepancies between these two groups on the English Language Vocabulary post-test and vocabulary language learning strategies. The study also aims to analyze if there exist important discrepancies in the mean grades of pre and post-test of the English Language Vocabulary test and vocabulary language learning strategies. The research applied will continue for 12 weeks throughout the second semester which includes the proposed program. Students` vocabulary learning strategies were measured by Schmitt's (1997) questionnaire. This questionnaire contains 58 items covering five main strategies that are determination plans, social plans, memory tactics, cognitive plans and metacognitive programs. While the Students` English Language Vocabulary size was measured by English Language vocabulary test that was designed by the researchers. The research accomplished lasted for three months that encompasses the suggested plan. The gathered data demonstrated that there existed statistically important discrepancies between the experimental group and the control group on the post-test, in which the experimental one was more bolded. It also uncovered that there existed statistically important discrepancies among the pre-test and post-test outcomes for the experimental group on the diction examination. Moreover, the grades depicted that there existed statistically notable discrepancies among the experimental group and its counterpart. The data of the present research have notable insinuations for the learners and make an enhanced case for the study of diction and vocabulary.
Teaching Sensitive Issues in Cyberpsychology
Author: Taylor, Jacqui
Date: 2017-00-00
Type: Journal Articles
Subjects: Controversial Issues (Course Content),Psychology,Social Media,Mass Media Effects,Mass Media Use,Antisocial Behavior,Undergraduate Students,Internet,Bullying,Information Security,Information Literacy,Media Literacy,College Instruction,Computer Mediated Communication,Sexuality,Health,Sexual Abuse,Pornography

In contrast to the helpful sources of guidance and regulations for researchers designing and conducting experiments in cyberpsychology, there is very little guidance available for academics and teachers teaching sensitive issues related to behavior in the online world. There are many potential dangers for psychology students when learning about cyberpsychology, ranging from being exposed to upsetting or illegal behaviour viewed in videos or images, to questioning their own sense of morality and understanding of self, to experiencing harassment or hacking. This paper will highlight our own experiences of teaching cyberpsychology to first and third year psychology students, highlighting some of the potential dangers. We suggest recommendations for academics to ensure that students are protected as far as is possible.
The Teaching and Learning of Psychological Trauma -- A Moral Dilemma
Author: Farrell, Derek
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Trauma,Posttraumatic Stress Disorder,Natural Disasters,War,Teaching Methods,Emotional Response,Victims,Empathy,Symptoms (Individual Disorders),Violence

This article addresses the global burden of psychological trauma caused by both natural disasters and wars. Trauma and traumatic stress exact a human and socio-economic toll that is vast in its magnitude and immense in its consequences. Given the massive prevalence of trauma, this then raises an important pedagogic question: how do you educate and inform individuals about psychological trauma without psychologically traumatising or re-traumatising them? Trauma and the multiple disabilities it causes have not received the attention they deserve from the international community. Recent innovations in the field of trauma psychology have opened new possibilities for scaling up that could benefit not only traumatised populations, but also traumatised field staff involved in development work, humanitarian aid or peace operations. The single biggest constraint to large-scale trauma treatment is the huge shortage of mental health professionals. Simply put, there is presently insufficient professional capacity available worldwide to address the magnitude of the trauma problem. Increasing knowledge about the importance and significance of trauma will be an important step towards addressing this global burden