ethanporcaro/eric-fulltext-meta huggingface dataset:
Creativity and Technology in Mathematics: From Story Telling to Algorithmic with Op'Art
Author: Mercat, Christian
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Story Telling,Electronic Publishing,Educational Technology,Technology Uses in Education,Geometric Concepts,Art Products,Higher Education,Creativity,Elementary School Teachers,Secondary School Teachers

This article describes some of the results of the European project mcSquared (http://mc2-project.eu/) regarding the use of Op'Art and optical illusion pieces as a tool to foster modeling and creative mathematical thinking in students. We present briefly the c-book technology and some results we got experimenting it. The Op'Art movement, with artists such as Victor Vasarely, Julio Le Parc or Bridget Riley, uses algorithms to create geometric patterns. It is a goldmine for mathematical thinking, from early ages, with the use of narratives to describe the paintings and produce new ones in a controlled way, up to higher education with generative art produced by the implementation of algorithm. The outcome is that technology, far from hindering the creative process actually can be used to help putting it on firm grounds, narrowing the diverging phase into a converging one by giving means to objectify the description and creation of the artwork itself and making explicit the choices made, allowing for the creative exploration of new original ways: &quot;what if…&quot;. This objectivation is done differently by different audiences but comprises the same phases of identifying the relevant variables (disks, squares, colors, position), describing their relationships (the color of the disks depends on their position in such a way) and exploring the space of configurations the modeling gives rise to.
Wellbeing in the Classroom: How an Evolutionary Perspective on Human Musicality Can Inform Music Education
Author: Maury, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Music Education,Singing,Well Being,Guidelines,Emotional Experience,Group Dynamics,Prosocial Behavior,Teaching Methods,Academic Achievement,Infants,Evolution,Interpersonal Relationship

Group singing is a common feature of classroom-based music education, and has often been proposed to have benefits that extend beyond acquisition of music skills, primarily in academic achievement. However, potential social and emotional well-being benefits have been under-represented in these discussions. This article proposes that an evolutionary lens provides a helpful framework for understanding how music education can contribute to student well-being. Specifically, group singing may a) create a shared emotional experience which is generally positive; and b) increase group cohesion and pro-social behaviours. It is proposed that, while these changes are generally immediate and short-term, regular participation in group singing may lead to stable, persistent changes in affective style and sociability. The implications for music education are discussed, particularly for improving the social and emotional wellbeing of students.
If the Shoe Doesn't Fit: A Case and a Place for Collaborative Learning for Music Practice in Higher Education
Author: Forbes, Melissa
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Music Education,Higher Education,Foreign Countries,Introductory Courses,Educational Change,Accountability,Universities,Social Theories,Educational Benefits,Teaching Methods

This article reviews relevant literature to provide a rationale for the use of collaborative learning for first year music practice courses at an Australian regional university. Higher music education is still grappling with the challenges posed by the Dawkins Review and ongoing reforms in the sector. These challenges include increased public accountability, budget cuts, larger and more diverse student cohorts, and a need to prepare the majority of students for portfolio careers. The rise of participatory culture poses additional challenges to the nature and purpose of today's higher music education. Recently, increased interest in the use of collaborative learning has emerged as a way to respond to these challenges. In this article, the decision to implement collaborative learning at an Australian regional university is supported by an examination of the ways in which these systemic, institutional and cultural forces manifested as pedagogical challenges in this context. Theoretically, the introduction of collaborative learning is framed by Wenger's social theory of learning and the literature on collaborative learning. Recent research also demonstrates the benefits of collaborative learning for higher music education. More than a budget-saving measure, this article posits that collaborative learning can be an effective alternative or supplement to existing pedagogical models in certain higher music education contexts.
A Preliminary Study: Is the Metronome Harmful or Helpful?
Author: Arthur, Patricia
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Music Education,Eye Movements,Musical Instruments,Visual Stimuli,Time,Cognitive Processes,Foreign Countries,College Students,Responses,Music Reading

The metronome is a frequently used time-keeping tool in music instrument practice. However, if its speed is set beyond a comfortable level for the performer, their eye movement (EM) patterns can betray pressure that might have been placed on the visual processing system. The patterns of the eyes moving forward or back, (saccades); when the eye stops between saccades to take in visual information, (fixations) and/or the time taken to programme a saccade (saccadic latency), are indicative of processing ability and differ with expertise. What is not known is how various levels of speed demand might affect the EM patterns of musicians with differing sight-reading abilities. This study measured the EM patterns of expert and non-expert music sight-readers. Musical excerpts were played on a keyboard--initially at the individual's fastest speed ensuring accuracy and then at a metronome setting of 120MM. The study showed that imposing excessive relative speed demands on less skilled sight-readers resulted in an inability to sustain performance. While this result might be expected, examination of the EM patterns of the experts indicated that smaller speed increments relative to their fastest accurate speed, resulted in less processing stress.
Revisiting Professional Teacher Standards
Author: Watson, Amanda
Date: 2016-00-00
Type: Journal Articles
Subjects: Music Teachers,Teacher Associations,Standard Setting,Educational History,Educational Quality,Quality Assurance,Organizational Change,Instructional Improvement,Foreign Countries,Standards

The Australian Society for Music Education's (ASME) involvement in the development of professional standards for music educators was a significant and active research time in the history of the Society. As ASME celebrates its golden jubilee, it is appropriate to revisit that history and consider the future prospects of subject-specific standards. ASME became a strong player in the professional teacher standards movement in Australia, as it was one of in excess of 20 professional teaching associations that developed subject-specific teaching standards. The focus of this paper is to highlight and explore the process adopted to write the &quot;ASME National Framework for Music Teaching Standards&quot; (2005), the intense activity that took place around Australian between 2005 and 2009 and the impact of the written subject-specific standards with a change in the brief of a new statutory body.
Effects of Active Learning Variants on Student Performance and Learning Perceptions
Author: Mohamed, Abdi-Rizak
Date: 2008-07-00
Type: Journal Articles
Subjects: Active Learning,Academic Achievement,Cooperative Learning,Case Studies,Outcomes of Education,Undergraduate Students,Chemistry,Student Attitudes,Learner Engagement,Lecture Method,Inquiry,Science Instruction,College Science,Introductory Courses

This paper aims to examine the relative impacts of three different models of learning (collaborative learning, traditional lecturing and process-oriented guided inquiry learning [POGIL]) on student performance and learning perceptions. In a controlled case study, we measured the learning outcomes of 57 undergraduates in a chemistry course taught by the different learning modules, using quizzes and exams as performance measures. In one academic quarter, the collaborative learning method was used exclusively whereas all three models were used subsequently in a second quarter by dividing up lectures into 4 different modules. Student quiz and exam outcomes indicated significant difference between collaborative learning and traditional lecturing (P = 0.01) but not within the active learning variants or POGIL versus traditional lecturing (P &gt; 0.05), suggesting students performed best on content taught by collaborative learning. When prompted to pick a learning module, 67% of the students chose collaborative learning but not POGIL, indicative of student preference for one active learning variant over the other. However, student engagement and higher-order thinking appeared to be higher under the POGIL module though both skills were also evident during the collaborative learning period. Based on the outcome of the present study, it is recommended that purely inquiry-based lectures should employ short-burst intermittent lecturing to overcome student resistance and negative perceptions.
Adult Teaching Methods in China and Bloom's Taxonomy
Author: Wang, Victor
Date: 2008-07-00
Type: Journal Articles
Subjects: Teaching Methods,Taxonomy,Learning Theories,Western Civilization,Thinking Skills,Foreign Countries,Adult Educators,Correlation,Andragogy,Confucianism,Educational History,Social Change,Educational Change,Continuing Education,Adult Learning,Student Surveys,Student Attitudes

Drawing from Bloom's 1956 Taxonomy and Western theories on adult learning, the authors argue that adult teaching methods in China feature a teacher-centered, information-based and test-driven instructional format. An author-designed survey instrument called Lower-Order Thinking Skills and Higher-Order Thinking Skills (LOTSHOTS) was used to determine whether knowledge, comprehension and application drove adult teaching methods or analysis, synthesis and evaluation drove adult teaching methods in China. The results of the study showed that Chinese instructors of adults were used to teaching lower thinking skills associated with the first three levels of Bloom's Taxonomy, namely, knowledge, comprehension and application. The study proposes some possible reasons and implications of such practices, and suggests that teaching higher order thinking skills to Chinese adult students might widen their horizon in engaging more openly in learning.
Personal Reflection: A Reflection on the Scholarship of Teaching and Learning as Democratic Practice
Author: Dees, David M.
Date: 2008-07-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Reflection,College Faculty,Democracy,Undergraduate Students,Personal Narratives,Classroom Techniques,Teaching Methods

This personal reflection describes how the scholarship of teaching and learning models democratic practice. Motivated by a forced curricular change, this piece outlines the reflection and growth of a college professor as he realized that democratic awareness is developed more fully through action than through readings and/or class discussions. In the end, a scholarship of teaching and learning (SoTL) project served to re-frame my perspective towards teaching, learning, and democratic practice in a college classroom.
Computer Facilitated Reflective Practice in a Postgraduate Supervisor's Feedback to Students
Author: Ahern, Kathy
Date: 2008-07-00
Type: Journal Articles
Subjects: Feedback (Response),Foreign Countries,Qualitative Research,Computer Software,Graduate Students,Student Research,Supervision,Masters Programs,Doctoral Programs,Supervisory Methods,Teacher Student Relationship,Doctoral Dissertations,Masters Theses,Faculty Advisers,Reflective Teaching,Computer Uses in Education

Reflective practice has been adopted by many teachers, including dissertation advisors who provide 1:1 teaching of research students. This paper discusses issues arising from our use of qualitative data analysis software (QDAS) for reflective practice and provides an analysis of the thematic coding and word/pattern searches of feedback given to postgraduate research students. We subjected written feedback provided by one dissertation advisor to three different analyses: thematic, text-string and text-pattern search. We found that use of QDAS in a thematic analysis of feedback provides new insights by indicating areas of strength and areas for improvement. Text and pattern searches are more useful in flagging students with specific learning issues.
Toward More Effective Tiered Systems: Lessons from National Implementation Efforts
Author: Arden, Sarah V.
Date: 2017-04-00
Type: Journal Articles
Subjects: National Programs,Program Implementation,Response to Intervention,Program Effectiveness,Faculty Development,Program Content,Coaching (Performance),Readiness,Capacity Building,Evaluation Utilization,Best Practices,Change Strategies,Accessibility (for Disabled),Elementary Secondary Education

Based on the 2015 evaluation of response-to-intervention (RTI) efforts and our own 2 decades of experience in supporting educators' implementation of RTI efforts, four recommendations are presented to advance effective implementation of tiered systems of intervention. We suggest that by (a) assessing readiness and capacity, (b) providing content and coaching as part of professional development, (c) using evaluation data, and (d) including students with disabilities, educators can make strides to implement RTI more effectively and help to meet the needs of all students in today's schools.
Personal Reflection: What If...?
Author: Bassendowski, Sandra L.
Date: 2008-07-00
Type: Journal Articles
Subjects: Personal Narratives,Scholarship,Instruction,Learning,Teacher Effectiveness,Mentors,Reflection

Parker Palmer (2003) describes an activity in the book &quot;Teaching&quot; where he asks people to introduce themselves by talking about a teacher who made a difference in their lives. He suggests that as the stories are told, the imprint of good teachers remains long after the facts that they have given us have faded. He goes on to say, &quot;Then I ask the question that opens the deeper purpose…'What was it about you that allowed great mentoring to happen (Palmer, 2004, p. 14)?'&quot; Palmer suggests that it is more than meeting the right teacher; the teacher must meet the right student. As I read Palmer's chapter on &quot;The Heart of a Teacher,&quot; I began to consider his questions and to think about an educator who had made a significant difference in my life. His second question was more difficult--what was it about me that made the positive connection with this educator?
A Reflective Journey in Teaching: Pre-Service Music Teachers' Action Research
Author: Mok, Annie O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Music Education,Music Teachers,Action Research,Qualitative Research,Undergraduate Students,Music Activities,Instructional Effectiveness,Preservice Teachers,Student Attitudes,Learning Processes,Educational Philosophy,Foreign Countries,Student Research,Preservice Teacher Education

The qualitative study referred to here investigated what a class of undergraduate pre-service music teachers could learn from conducting a piece of action research for primary 5 pupils in Hong Kong. Data were collected from lesson observations, post-lesson conferences with the pre-service teachers, their presentations and individual reflection reports. This action research helped the pre-service teachers to design their research lessons according to the good practices of &quot;teaching students to understand music&quot; and &quot;engaging pupils to learn music through musical activities&quot;. Informed by the research data, a teaching gap was found and the pre-service teachers started to reevaluate how the pupils learn, and to conduct deeper reflections on their own teaching effectiveness. The study concluded with a rethinking of the practice of teaching the musical concepts that are prevalent in music classrooms.
Superhero as Metaphor: Using Creative Pedagogies to Engage
Author: Burton, Christie H.
Date: 2008-07-00
Type: Journal Articles
Subjects: Case Studies,Qualitative Research,Content Analysis,Films,Pretests Posttests,Undergraduate Students,Writing Assignments,Experiential Learning,Ethics,Learner Engagement,National Surveys,Student Surveys,Figurative Language,Creativity,Popular Culture,Cartoons,Teaching Methods,Business Administration Education,Instruction

Video case studies of realistic scenarios have long been used to illustrate course concepts and provide variety in the classroom. The growing popularity of superheroes in film suggests an openness to experience beyond the traditional fare. This qualitative study uses content analysis to explore how students' understanding of ethics concepts changed over time after viewing a superhero film and writing with metaphor. A pre-test post-test design was used, where students in an undergraduate management course completed a writing assignment before and after experiencing the film. Results suggest that after students were exposed to the treatment, they had a deeper understanding of the role of personal ethics and were better able to articulate their new knowledge in writing. Implications for future research are discussed.
Using Scholarly Research in Course Redesign: Teaching to Engage Students with Authentic Disciplinary Practices
Author: Ragland, Rachel G.
Date: 2008-07-00
Type: Journal Articles
Subjects: Learner Engagement,History Instruction,Curriculum Design,Case Studies,Outcomes of Education,Scholarship,Educational Research,Instruction,Learning,Social Studies,Student Attitudes,Preservice Teachers,Content Analysis,Statistical Analysis,Qualitative Research,Secondary Education,Evidence Based Practice,Best Practices,Pedagogical Content Knowledge,Preservice Teacher Education,Student Teaching

This action research study describes a course redesign using scholarly research in two ways. Traditional disciplinary research was used to inform the design of the curriculum, and SoTL was used to measure the success of the course design in achieving its objectives for student learning. The objective of the course redesign was to better engage students in applying the authentic disciplinary practices of the field. Research was then conducted on the pedagogical process to determine the success of the new course design in achieving its objectives. The research project documented: how the authentic disciplinary practices were taught to students; student attitudes toward the knowledge gained; and how the students subsequently put this knowledge into practice. The success of the course design in engaging student with authentic disciplinary practices was documented. Conclusions and implications for evidence-based research into the improvement of teaching effectiveness applied to other disciplines are discussed.
Information on Demand in the Recording Studio: Building the Case for Teaching Music Technology with an Interactive Agenda
Author: Voss, Brett
Date: 2016-00-00
Type: Journal Articles
Subjects: Music,Music Activities,Music Education,Production Techniques,Educational Technology,Technological Literacy,Technology Uses in Education,Pilot Projects,Popular Culture,Delivery Systems,Student Surveys,Focus Groups,Design Requirements,Teaching Methods,Foreign Countries,Undergraduate Students

Education in a contemporary context increasingly requires students to engage with learning technologies. This can present a challenge to both students and teachers who at times struggle to engage with the technical processes involved in navigating these technologies. Outside of formal education settings, on-demand information facilitated through improved access to mobile technologies is widespread. This paper presents a pilot study, which investigates the use of on-demand technologies in the context of popular music education based around the recording studio. The pilot study demonstrates how the complexities of operating a wide range of equipment and software presented a significant challenge to these users. Supporting the delivery of education involving technology through the provision of on-demand information could assist these users with learning specific technical skills. This paper develops an argument for incorporating on-demand information into curriculum involving technology, while developing some initial design principles for sharing these resources.
Immersion, Relevance and Transferability: The Motivational Preferences of Lower Secondary Students towards a Newly Created Praxis-Based Class Music Program
Author: Lowe, Geoffrey
Date: 2016-00-00
Type: Journal Articles
Subjects: Likert Scales,Foreign Countries,Secondary School Students,Student Motivation,Music Education,Preferences,Praxis,Academic Persistence,Student Surveys,Identification,Transfer of Training,Factor Analysis,Correlation,Relevance (Education)

The purpose of this study was to gather information on measures of motivation among year 7, 8 and 9 students enrolled in class music in a major Australian secondary school. The rationale for the study was to gain insights into why retention in the class music program had dramatically increased since the introduction of a new teaching program. A survey instrument was utilized to gather rating responses to questions on motivational preference, using Expectancy-value Theory as a theoretical framework. Results indicated high means for items associated with personal importance (identity) and the transferability of skills to other musical activities. Exploratory Factor Analysis confirmed correlations between the importance of tasks to students and the perceived usefulness of tasks. Implications for music teachers and the development of class music programs are discussed.
Using Scholarship of Teaching and Learning (SoTL) to Inquire into Pre-Service Teachers' Science Lesson Planning Considerations
Author: Verma, Geeta
Date: 2008-07-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Lesson Plans,Preservice Teachers,Models,Qualitative Research,Pedagogical Content Knowledge,Preservice Teacher Education,Scientific Methodology,Teacher Education Programs,Elementary School Science,Undergraduate Students,Inquiry,Content Analysis,Semi Structured Interviews,Questioning Techniques,Science Teachers,Science Instruction,Elementary Education

This paper shares my experiences with the scholarship of teaching and learning (SoTL) framework in my university science methods course. Incorporating SoTL not only enabled me to inquire into my own teaching as a scholarly activity but also engaged my students in critical reflections. I used the principles and characteristics of SoTL to design this inquiry by; (a) creating a new instructional framework for lesson planning; (b) facilitating students' reflections on their experiences with the new framework; and (c) documenting and presenting this inquiry as a scholarly activity. Forty-eight pre-service teachers (N = 48), 43 women and 5 men participated in this inquiry. Qualitative data was collected and analyzed simultaneously over a period of three semesters to critically inform the inquiry. Data comprised of pre-service teachers' reflective pieces, personal interviews, and lesson plans. Results indicated that pre-service teachers' experiences with the new instructional framework was challenging and rewarding at the same time. Data also indicated that some participants identified a disconnect between lesson plan writing and teaching processes. My engagement with the SoTL indicated that the new instructional framework helped pre-service teachers to engage critically with Pedagogical Content Knowledge (PCK) and increased their comfort level in science teaching.