ethanporcaro/eric-fulltext-meta huggingface dataset:
Performance Reviews for the Orchestral Musician
Author: Watson, Amanda
Date: 2014-00-00
Type: Journal Articles
Subjects: Musicians,Musical Instruments,Performance,Competence,Performance Based Assessment,Leadership Training,Qualitative Research,Evaluation Methods,Job Skills,Foreign Countries,Employment Qualifications,Professional Development

Musicians are appointed to positions in professional symphony orchestras--both rank and file and section principals--following a blind audition process. They perform set repertoire works and orchestral excerpts behind a screen. In many higher education programs, musicians focus on learning the orchestral excerpts and instrumental repertoire that they can expect in a blind audition. They practice performing. They seek as much experience as possible for this scenario by performing in competitions and applying for orchestral vacancies--using each audition as a learning opportunity. Once appointed, musicians are expected to maintain the level of musicianship to retain the overall level of orchestral playing. However, musicians in professional orchestras in Australia are generally not involved in regular structured performance reviews. This study explores the introduction of leadership training for section principals in Australian orchestras and the qualitative evaluation of musicians' skills. These two aspects are linked with performance reviews for section principals and rank and file orchestral members in the same way that workers in other industries are required to present for an annual performance review (including the managerial positions in Australian orchestras). An orchestra is an example of an institution with its own culture and levels of leadership, pursuing its operations in the industry marketplace. Musicians employed in orchestras are continually learning and developing their craft. Involvement in performance reviews within the orchestral setting challenges a musician to consider their identity within the orchestra and as an individual musician, together with career aspirations and apprehensions. Each musician needs to articulate their creative knowledge and skills (in both words and music) and refocus their experiential learning and knowledge transfer, appropriate to their current role or a potential career change in or outside music.
Comparison of Generic Accelerated Nursing Students
Author: Kaddorura, Mahmood
Date: 2012-06-00
Type: Journal Articles
Subjects: Case Studies,Nursing Students,Nursing Education,Comparative Analysis,Statistical Analysis,Statistical Significance,Teaching Methods,College Students,Measures (Individuals),Pretests Posttests,Predictor Variables,Participative Decision Making,Questionnaires

Case study pedagogy is a teaching strategy in which teachers hope to help students develop and use critical thinking (CT) abilities. This study compared CT skills of 75 second year generic accelerated baccalaureate nursing students during their Fundamentals of Nursing course before and after being educated using case study pedagogical method. Through the use of a standardized CT (HESI) exam, taken at the beginning and the end of the course, scores were compared for improvement using paired t-tests and a one sample t-test. The results demonstrated that the HESI CT test scores identified a statistically significant difference with a larger average score after the intervention of the integration of the case study teaching strategy as compared to the pre-intervention average. The findings have implications for educators to help students develop insight into the usefulness of case studies as a teaching learning method to foster students' CT skills. [Note: The title on the PDF is incorrect.]
A Historical Overview of Iranian Music Pedagogy (1905-2014)
Author: Bastaninezhad, Arya
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Educational History,Musical Instruments,Teaching Methods,Social History,Cultural Influences,Political Influences,Influences,Nationalism,Western Civilization,Educational Change,Political Attitudes,Folk Culture

This article examines the recent developments and changes concerning Iranian music education from the constitutional revolution of 1905 to 2014. This concentrates on the five major chronological events referred to as Nationalism, Modernism, Conservatism, Neo-Traditionalism (Shirin-navazi) and Revivalism of the Traditions. This provides a source of basic information necessary for better understanding of the current challenges confronting research into Iranian music education.
Influential Pioneers of Creative Music Education in Victoria, Australia
Author: Burke, Harry
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Educational History,Creative Teaching,Creativity,Educational Innovation,Music Teachers,Educational Change

Throughout history, societies have been fascinated with creativity and the creative personality. Researching creativity and its place in music education however has been fraught with difficulties. After sixty years of intensive study mainly in the USA, there is still no accepted methodology for researching creativity or an agreed definition. In England during the 1960s, innovative and idiosyncratic music-educators acting as their own research practitioners developed a practical based form of creative music education that was applicable to all students. Although still controversial, this model has helped to revolutionize the teaching of general classroom music in England and to an extent Victoria. Australia however was slow to establish innovative concepts in classroom music after the Second World War. Discussions by Peter Maxwell-Davies of his experiences of teaching creative music in England at the 1965 Sydney UNESCO Conference on school music demonstrated to many Victorian music teachers the need to consider establishing creative music in their schools. In Victoria, Frank Higgins, Keith Humble and Geoffrey D'Ombrain, together with a small number of classroom music teachers pioneered creative music education based on the English creative music movement during the 1960s and 1970s. Unfortunately, there was little understanding in Victoria of the difficulties creative music teachers were encountering in England. This paper discusses the development of creative music education in England and Australia and the pioneering work in creative music education undertaken by Frank Higgins, Keith Humble and Geoffrey D'Ombrain in Victoria during the 1960s-1970s.
Environmental Education as Teacher Education: Melancholic Reflections from an Emerging Community of Practice
Author: Ormond, Carlos
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Communities of Practice,Sustainability,Teacher Education,Preservice Teachers,Teacher Certification,Field Experience Programs,Elementary Schools,Secondary Schools,Stakeholders,Practicums,Research,Case Studies,Student Surveys,College Faculty,Student Attitudes,Participant Observation

During 2011 at Simon Fraser University, the Faculty of Education hosted the implementation of a pre-service teacher education program with an emphasis on sustainability and environmental learning. This cohort, termed SEEDs (Sustainability Education in an Environment of Diversity), enrolled 32 teacher education students in an intensive 12-month teacher certification program composed of equal parts campus and field-based seminar experiences and practicum placements in a variety of K-12 school classrooms. While reflections on the overall experience from students and community stakeholders were positive, the potential of the model (with students, Faculty Associates, and School Associates fully supporting each other) was not fully realized. Stakeholders involved in the development and implementation of the SEEDs module were left feeling melancholy as we discovered &quot;dark matter&quot; in our difficulties with implementing a true community of practice for environmental learning hosted within the structure of a large and diverse teacher certification program. This paper focuses on the reflections of SEEDs students, instructors, and courses facilitators working in the program, but more importantly recounts the constraints faced by the community as it attempted to reconceptualize the dominant (hegemonic) approach of teacher development common in Canadian teacher certification programs.
Noela Hogg, Music Educator: Reminiscences of a Past Student
Author: Burke, Harry
Date: 2014-00-00
Type: Journal Articles
Subjects: Music Education,Music Teachers,Creative Teaching,Instructional Innovation,College Faculty,Teaching Experience,Recognition (Achievement),Lifelong Learning,Secondary Education,Educational Development,Educational Change,Educational History,Art Education,Foreign Countries

Continual changes to Victorian secondary education since the 1990s have severely effected the teaching of classroom music in many schools. Similar to the 1970s-1980s, there is a need for music educators and teachers to develop innovative concepts and insights into teaching school music. From 1975 to 1984, a group of determined women music-educators at Burwood Teachers College Melbourne, guided by Noela Hogg (1941-2013) developed and taught an innovative and creative classroom music course to pre-service secondary music students. As little development had occurred in Victorian secondary music education since the 1930s, there was an urgent need to revitalize school music and make it relevant for the general music student. It was Hogg's intention to develop and introduce a model of classroom music that was centered on the philosophy of R. S. Peters, John Paynter and R. Murray Schafer. Severe cutbacks to classroom music education in Victoria in the 1990s have meant that the vision Hogg had for school music has not eventuated. Today, there is an urgent need for the development of an innovative and effective music program for teaching general lower secondary classroom music comparable to what Noela Hogg proposed during the 1990s. This paper outlines the work of Noela Hogg at Burwood Teachers College/Deakin University during the 1980s-1990s.
English Language Learners&apos; Educational Resilience and Classroom Learning Environment
Author: Rivera, Héctor
Date: 2012-06-00
Type: Journal Articles
Subjects: Resilience (Psychology),English Language Learners,Educational Improvement,Disadvantaged,Competition,Classroom Environment,Academic Achievement,Grade 4,Grade 5,Elementary School Students,Reading Instruction,Difficulty Level,Self Esteem,Measures (Individuals),Student Attitudes,Observation

Resilience is an area of research that has important implications for the educational improvement of English Language Learners (ELLs) because it focuses on ELLs who are successful in school despite the presence of adverse conditions such as living in economically- and socially-disadvantaged circumstances. This study compared the classroom and instructional learning environment of 189 fourth- and fifth-grade resilient, average and nonresilient ELLs. Resilient and average students perceived significantly (p &lt; 0.05) more competition in the classroom than nonresilient students, while nonresilient students and average students perceived their reading classes to be significantly (p &lt; 0.05) more difficult than resilient students. The classroom observation results revealed that resilient and average students were on task significantly (p &lt; 0.001) more than nonresilient students.
Vagabonding Slowly: Ecopedagogy, Metaphors, Figurations, and Nomadic Ethics
Author: Payne, Phillip G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Environmental Education,Critical Theory,Educational Research,Ethics,Aesthetics,Politics,Case Studies,Epistemology,Curriculum,Experiential Learning,Undergraduate Students,Foreign Countries

Critical environmental education promised a reconstructive critique of any education that reconstituted social and ecological injustices. Post-critical inquiry in environmental education research revitalizes that commitment. The &quot;voices&quot; of the researched and researcher are well represented in this empirical study of a radical curriculum praxis. The dark matter pursued in this study of an environmentally designed vagabonding curriculum and its slow ecopedagogy is the reconciliation of inner-social-outer &quot;natures.&quot; A related methodological challenge is to metaphorically and figurationally represent the ecologies of somaesthetics, ethics, and ecopolitics, as they are lived creatively by the subjects of research, including the researcher. This post-critical case study adds to that literature which reflexively addresses various ontology-epistemology tensions and their methodological implications as they are interpreted from within the ecocentric paradigm.
The Decline and Revival of Music Education in New South Wales Schools, 1920-1956
Author: Chaseling, Marilyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Educational Trends,Educational History,Educational Change,Singing,Curriculum Development,Music Appreciation,Musical Instruments

This paper overviews the decline and revival of music education in New South Wales schools from 1920 to 1956. Commencing with a focus on vocal music during the period up to 1932, a time of decline in music teaching, the paper examines initiatives introduced in 1933 to address shortcomings in music education, and the subsequent changes in curriculum and teaching during the 1930s. Evidence of a variable revival lies in the school choral music movement of 1939 to 1956, and in how music education diversified beyond its vocal heritage from the late 1930s and early 1940s, with new emphasis on music appreciation, percussion, flutes, and recorders. By the mid 1950s, involvement in, and quality of, school instrumental music was continuously improving.
The Long-Term Personal and Professional Impacts of Participating in a Study Abroad Program
Author: DeGraaf, Don
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Program Effectiveness,College Students,Citizen Participation,Measures (Individuals),Student Surveys,Online Surveys,Questionnaires,Demography,Gender Differences,Spanish,Predictor Variables,Time Perspective

&quot;Something hidden. Go and find it. Go and look beyond the ranges--something lost… and waiting for you.&quot; Rudyard Kipling's words portray perfectly the wonder of studying abroad for many college students. The excitement that leads up to a new adventure in an unknown place invites students into exploration and new experiences. But Kipling's quote also leads one to wonder what is waiting for students &quot;after&quot; a study abroad experience. What are the short-term and long-term impacts of studying abroad? The last two decades have witnessed an explosion of semester abroad programs sponsored by colleges and universities in the United States. Promotion of these programs usually includes the touting of a students' time abroad as a life-changing experience, one that will impact them forever. Yet despite these many claims, few empirical studies have moved beyond examining the immediate impacts of studying abroad to examine the long-term impact of the experience on students through a variety of lenses (Dwyer, 2004). Thus, the purpose of this study is twofold. First, the study will compare various measures of civic engagement between students who have and have not completed a semester abroad. Second, the study will examine the long-term personal impacts of studying abroad on students after spending at least one semester off-campus.
Letting Our Hearts Break: On Facing the &quot;Hidden Wound&quot; of Human Supremacy
Author: Martusewicz, Rebecca
Date: 2014-00-00
Type: Journal Articles
Subjects: Fiction,Racial Bias,Social Influences,Social Responsibility,Social Justice,Altruism,Ethics,Psychological Patterns,Cultural Influences,Educational Methods,Consciousness Raising,Role of Education,Social Bias,Personal Narratives,Moral Values

In this paper I argue that education must be defined by our willingness to experience compassion in the face of others' suffering and thus by an ethical imperative, and seek to expose psycho-social processes of shame as dark matters that inferiorize and subjugate those expressing such compassion for the more-than-human world. Beginning with stories from my own life, I examine works of fiction including J. M Coetzee's &quot;The Lives of Animals&quot; (1999) and Wendell Berry's &quot;Jayber Crow&quot; (2000), as well as Berry's reflection on his family's legacy of racism in &quot;The Hidden Wound&quot; (2010), to explore the deep cultural wound caused by human supremacy. I further argue the need for claiming deep love and thus heartbreak in the face of suffering as the foundations for a pedagogy of responsibility.
The Slow Process of Modernising Teacher Training in Music in New South Wales, 1920-1956
Author: Chaseling, Marilyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Music Teachers,Foreign Countries,Departments,Elementary School Teachers,Faculty Development,Educational Change,Educational History,Classification,Tests,Preservice Teacher Education

The need for appropriately trained teachers to teach in its schools has been a priority for the Department of Education (hereafter referred to as the Department) since the beginning of public education in New South Wales in the 1850s. This paper presents an overview of the provisions made by the Department for the musical development of its primary teachers at both the pre-service and professional development stages of their teaching careers during the middle decades of the twentieth century. Teacher training in the second half of the nineteenth century culminated in education reforms in 1904, which set the scene for twentieth century teacher training in New South Wales. Gradual changes in teacher training and teacher professional development in music between 1920 and 1956 provided the basis of the contemporary teacher-training regime in New South Wales. Three main themes were important in this historical development: the mandatory music experiences provided to trainee teachers at Sydney Teachers' College; music in the teacher classification examination system; and Departmental professional development opportunities in music.
Students' Study Abroad Plans: The Influence of Motivational and Personality Factors
Author: Li, Manyu
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Attitudes,Student Motivation,Undergraduate Students,International Education,Cultural Awareness,Global Approach,Personality Traits,Work Experience,Decision Making,Correlation,Likert Scales,Achievement Need,Multivariate Analysis

Improving the international competencies of university students is becoming an important goal for both nations and universities. On the country level, national security and globalization trends are &quot;driving nations to place more importance on developing and recruiting human capital or brain power through international education initiatives&quot; (Knight, 2004, p. 22). Universities also want their graduates to understand the global environment in which they will live and work. A global perspective should be a part of every university student's education (Lunn, 2008), and study abroad is &quot;one of the instruments that can be deployed as part of a strategy for internationalization of the curriculum&quot; (Beelen 2012, p. 14). Many believe education abroad can be the best way to give students a global perspective (Beelen, 2012; Leask, 2004). In this study, the authors look at psychological and personality factors that influence the decisions of American students to study abroad and discuss how their findings might be used by universities to increase the number of American students who study or work abroad while undergraduates.
The Evolution of Technology: Landmarking Australian Secondary School Music
Author: Crawford, Renée
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Music Education,Secondary Education,Educational History,Technology Uses in Education,Academic Standards,Information Technology,Holistic Approach,Technology,Computers

This paper will provide an overview of the history of the inclusion of technology in Australian education with a focus on music education. There will be a discussion of some of the arguments for its inclusion and how these may have changed over time. Technology has always been actively present in music and its practice. However, it was through more contemporary genres of music that composers and musicians began to experiment with sound and technology. Such diverse thinking about the way technology can be used in music produced notable examples of electronic music such as, Charles Dodges &quot;Changes&quot; (1970) and Paul Lansky's &quot;Six Fantasies on a Poem by Thomas Campion&quot; (1979). The professional music industry now considers technology a valuable commodity that continues to improve the practice of music. Similarly, society has defined what is valuable in education in different ways. Standards are set by the Australian federal and state government and various educational authorities, such as the Victorian Essential Learning Standards (VELS), to reflect what is considered valued knowledge in education. It is clear from such standards that Information and Computer Technology (ICT) is of importance. Technology has significantly changed business corporations, the industrial workforce, economic growth and the music and entertainment industries all over the world, yet only until recently; has its true impact on education been realised.
Isawa Shuji, Nineteenth-Century Administrator and Music Educator in Japan and Taiwan
Author: Howe, Sondra Wieland
Date: 2014-00-00
Type: Journal Articles
Subjects: Profiles,Music Teachers,Music Education,Educational History,Japanese,Second Language Instruction,Foreign Countries,Administrators,Textbooks,Asian Culture,Western Civilization

Isawa Shuji studied in the United States and made major contributions to the development of the music education in Japan and Taiwan. This paper provides a perspective of Isawa's activities based on sources in Japanese, Chinese, and English. Isawa was familiar with Western education and music before he went to the United States. In Massachusetts, he attended Bridgewater Normal School and studied music with Luther Whiting Mason. In Japan, Isawa worked with the Music Research Institute to publish Japanese music textbooks &quot;Shogaku shokashu&quot; (1881-84), which combined Japanese traditional music and Western music. In the 1890s, Isawa published &quot;Shogaku shoka&quot; (1892-93), which continued his combination of Japanese and Western ideas (&quot;wayo secchu&quot;). As Chief of the Education Bureau in Taiwan, Isawa believed that the essential goal of education was to teach Taiwanese people the Japanese language. The Shizangan school was the first national language school. Isawa brought Japanese music teachers to Taiwan and introduced Japanese songbooks. He was influential in developing normal schools and primary schools. Isawa influenced the history of music education internationally as he brought Western songs to Japan, combined Japanese traditional music and Western music in his publications, and brought Japanese songbooks to Taiwan.