ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Cultivando Respeto&quot; (Cultivating Respect): Engaging the Latino Community
Author: Nuñez-Alvarez, Arcela
Date: 2018-05-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Spanish,Experiential Learning,Hispanic Americans,Immigrants,Popular Education,Teaching Methods,Citizen Participation,Course Descriptions,Urban Areas,Rural Areas,Disadvantaged,Social Media,Voting,Civil Rights,Community Education,Mixed Methods Research,Questionnaires,Structured Interviews

This article addresses an innovative approach to connecting an urban university with the surrounding neighborhoods comprised of Latino immigrants, who represent potential new students or current students' family members. The National Latino Research Center (NLRC) uses popular education, culturally informed, and linguistically relevant strategies to engage diverse Latino communities in the northern region of San Diego County in California. Methods of engaging the Latino community include cultivating long-term relationships, responding to time-sensitive community crises, facilitating inter-generational connections, presenting material in a culturally informed and relevant way, providing hands-on experiences with civic engagement, and growing partnerships within the university and among non-profits. Preliminary findings described a two-year study on civic engagement testing the effectiveness of a Spanish-language curriculum based on popular education offered (free) to members of urban and rural low-resourced Latino communities. The Center statistically correlated Latino community members' experiential learning, participating in social media, and voting with gains in civic engagement knowledge.
Dialogic Communication in the One-to-One Improvisation Lesson: A Qualitative Study
Author: de Bruin, Leon R.
Date: 2018-05-00
Type: Journal Articles
Subjects: Dialogs (Language),Interpersonal Communication,Teacher Student Relationship,Music Education,Creative Activities,Individual Instruction,Teaching Methods,Interaction,Skill Development,Critical Thinking,Creative Thinking,College Students,Foreign Countries,Metacognition,Qualitative Research,Data Analysis

This qualitative study investigates the dialogic interactions between teacher and student that enhance learning and teaching within the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that develop student skills, critical and creative thinking processes necessary for improvisational development. Interactions and interplay between six Australian conservatoire improvisation students and their teachers were investigated. Data reveal dialogic interactions that span instruction, conversation, inquiry and enablement of student knowledge and skills that constitute a complex socio-cultural tapestry of discursive threads. Teacher-student interactions that activate desired creative student activity engage meta-cognitive processes and the cultivation of creative habits of mind that allow improvisational skill to flourish. Teachers engage in dialogic interaction and shape interactional behaviour, asserting a learning culture that makes explicit and visible the acquiring of skills and knowledge. Implications for skilled teaching that can effectively craft the at times improvisatory and ephemeral nature of teacher-student interactions are suggested.
Building Critically Reflective Practice in Higher Education Students: Employing Auto-Ethnography and Educational Connoisseurship in Assessment
Author: Southcot, Jane
Date: 2018-05-00
Type: Journal Articles
Subjects: Higher Education,Ethnography,Foreign Countries,Graduate Students,Preservice Teacher Education,Models,Learner Engagement,Music Education,Music,Teaching Methods,Music Teachers,Criticism,Preservice Teachers

This study posed the question: Does using an educational connoisseurship framework applied to auto-ethnography assist in the development of reflective practice in teacher education? The design of authentic assessments that assist students in making meaningful links between theory and practice is a complex process. We created an assessment task that was directly linked to the lived experience of the students and specifically focused on their educational practice. Students were required to write an auto-ethnography that was shaped by educational connoisseurship and criticism. With ethical permission we retained the auto-ethnographic assignments by nineteen students. After independent thematic analysis we built a composite, thematic analysis and compiled tables of the content analysis. Our focus was how our students engaged with the task. We found that using an educational connoisseurship framework applied to auto-ethnographic writing has the potential to assist in the development of reflective practice in teacher education.
Exploring Feedback Mechanisms for Preservice Teachers&apos; Lesson Plans
Author: Kan, Dana
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Lesson Plans,Planning,Preservice Teachers,Preservice Teacher Education,Deafness,Hearing Impairments,Graduate Students,Scholarship,Instruction,Learning,Scoring Rubrics,Conferences (Gatherings),Teacher Student Relationship,Written Language,Qualitative Research,Student Attitudes,Teacher Competencies,Program Evaluation,Prompting,Masters Programs,Practicums

Although written lesson plans are a standard requirement in teacher training programs, limited information exists about effective methods for reviewing and assessing these documents. Vanderbilt University faculty designed and implemented a Scholarship of Teaching and Learning research study to evaluate the impact of in-person and written feedback to graduate students pursuing their master's degree in deaf education. They created a detailed grading rubric to evaluate the written lesson plans submitted by graduate students during their practicum experiences. The rubric consists of 54 items grouped into eight categories: (1) knowledge of students; (2) measurable objectives and learning standards; (3) materials; (4) instructional sequence-activities; (5) instructional sequence-strategies; (6) evaluation and data collection; (7) reflection; and (8) technical aspects. Structured pre- and post-lesson conferences with individual graduate students were systematically incorporated. Program evaluation showed that graduate students improved their lesson plans when they received both in-person and written feedback as compared to written feedback alone. A sidebar presents suggestions for incorporating in-person feedback into students' practicum requirements.
Music Activities Delivered by Primary School Generalist Teachers in Victoria: Informing Teaching Practice
Author: King, Fiona
Date: 2018-05-00
Type: Journal Articles
Subjects: Foreign Countries,Music Activities,Elementary School Teachers,General Education,Music Education,Case Studies,Teaching Methods,Educational Planning,Lesson Plans,Integrated Curriculum,Interdisciplinary Approach,Educational Practices

The purpose of this paper is to share teacher practice in the inclusion and delivery of music education experiences for children, to inform teacher education and to guide professional learning. It draws on a larger investigation into the music activities delivered by three primary school classroom (generalist) teachers in Victoria, Australia. There is a gap in the literature regarding the music activities and experiences facilitated by teachers in day-to-day classroom learning. The case study investigation inquired into the content, pedagogy, planning and the place of music activities provided to children aged six to eleven. Teacher education is addressed in this paper primarily through the sharing of teacher practice evident in the findings of the investigation. The discussion highlights specific pedagogical approaches that support the positive and in-depth integration of music into other key learning areas (disciplines) in the curriculum. The investigation findings are relevant for in-service or pre-service generalists, in Australia and internationally; particularly those who experience a lack of confidence in delivering music education. The use of the integrated music pedagogical approach, and the participants' reflections about the important place of music education experiences in daily teaching, provide a valuable snapshot of music as an essential part of primary school learning.
Does Motivational Music Influence Maximal Bench Press Strength and Strength Endurance?
Author: Köse, Bereket
Date: 2018-00-00
Type: Journal Articles
Subjects: Music,Motivation,Exercise,Muscular Strength,Males,Young Adults,Experimental Groups,Control Groups,Statistical Significance,College Students,Foreign Countries,Measurement,Statistical Analysis

The purpose of this study is to examine whether motivational music selected by participants has an effect on maximal bench press strength and strength endurance (number of repetitions to failure with a 60% of 1-RM). 26 healthy male students with an average age of 23.92 ± 2.05, average weight of 73.57 ± 4.14 and average height of 178.57 ± 3.65 who were having at least three strength workouts a week participated in the study voluntarily. The participants were grouped in two as experimental group and control group. The measurements of the experimental group were taken in two different sessions as with music and without music with 1 repetition maximum and number of repetitions to failure with 60% of 1 repetition maximum. The two sessions of the control group were conducted without music. At the end of the study, it was found that in experimental group motivational music was not effective on maximal strength (1RM) (p&gt;0.05), while it was found to increase strength endurance statistically by 3.9% (p&lt;0.05). In the control group, no statistically significant difference was found in both sessions (p&gt;0.05). As a conclusion, it is stated that listening to fast music creates an ergogenic acute effect and it is recommended to use music during strength workout to have a better strength endurance performance.
Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs
Author: Joseph, Dawn
Date: 2018-05-00
Type: Journal Articles
Subjects: Cultural Pluralism,Phenomenology,Positive Attitudes,Music Education,Multicultural Education,Questionnaires,Foreign Countries,Preservice Teacher Education,Knowledge Base for Teaching,Preservice Teachers,Cross Cultural Studies,Generalization,Cultural Context,Music,Program Descriptions,Music Teachers

This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project &quot;See, Listen and Share: Exploring intercultural music education in a transnational experience&quot; across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs' questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, highlighting some key highs in relation to enjoyment, and learning from culture bearers and some lows in relation to language and accompaniment. We contend that music education in teacher education courses may serve as an effective vehicle to explore cultural expressions, enabling positive attitudes towards cultural diversity.
Competition versus Cooperation: Implications for Music Teachers Following Students Feedback from Participation in a Large-Scale Cooperative Music Festival
Author: Lowe, Geoffrey M.
Date: 2018-05-00
Type: Journal Articles
Subjects: Music,Music Teachers,Music Education,Feedback (Response),Competition,Student Surveys,Student Empowerment,Mixed Methods Research,Student Motivation,Foreign Countries,Musical Instruments,Secondary School Students

Competition is reported in the general education literature as having a largely detrimental impact upon student engagement and long-term motivation, yet competition has long been an accepted part of the music education ensemble landscape. Adjudicated ensemble competitions and competition-festivals are commonplace in most Australian states, as opposed to large-scale cooperative events. Arguments advanced in support of competitive events revolve primarily around perceived extra-musical benefits framed from the director/conductor perspective. The student voice is rarely considered in assessments of the impact of participation. This study presents student feedback following participation in an alternative large-scale cooperative music ensemble festival. Students were surveyed immediately after the event, and key findings revealed enhanced enjoyment and motivation to continue and improve across all year levels and playing groups following the cooperative festival. These findings indicate the need for music educators to rethink the purpose of large-scale music ensemble events, understand the potential of cooperative events in promoting long-term musical engagement, and highlight the importance and value of acknowledging the student voice.
Investigation of Aggression Levels of University Students (Kocaeli University Case)
Author: Keskin, Özlem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Aggression,College Students,College Athletics,Physical Education,Likert Scales,Statistical Analysis,Correlation,Gender Differences,Family Structure,Departments,Parent Attitudes,Mothers,Student Motivation,Smoking,Alcohol Abuse,Income

The aim of this study was to investigate the aggression levels of university students in different departments in terms of sport and other variables. The population of the study consists of university students studying at Kocaeli University; the sample group consists of a total of 700 students, 378 male and 322 female, studying in the Faculty of Sports Sciences, Faculty of Communication and Faculty of Education of Kocaeli University. A screening model was used in this survey. A Personal Information form developed by the investigator and a Turkish-adapted Buss-perry aggression scale was utilized to determine the aggressive attitudes of the individuals. The frequency distribution specified the demographic features and analyzed the data; the T-test examined the relationship between the two independent variables; ANOVA Variance was used to review the connections between more than one variable. Finally, the significance level is accepted as p&lt;0.05. According to the findings of the research, there are statistically significant differences (p&lt;0.05) in terms of gender, family structure, school department, family attitude, mother still living, sporting situation, kind of sport performed, reason for involvement in sport, cigarette-alcohol abuse and income level. We can state that sport positively affects the aggression levels of university students. Sport also varies by the gender variable, and males are more aggressive than females. It can also be pointed out that aggression varies by the school department, family attitude, cigarette-alcohol abuse, mother still living, reason for playing sport and income level.
Seven Steps to Heaven: Time and Tide in 21st Century Contemporary Music Higher Education
Author: Mitchell, Annie K.
Date: 2018-05-00
Type: Journal Articles
Subjects: Music Education,Higher Education,Undergraduate Students,Student Diversity,Classical Music,Preservice Teachers,Preservice Teacher Education,Music Teachers,Faculty Development,Musicians,Employment,Student Characteristics,Educational Trends,Sequential Learning,Creativity,Lifelong Learning,Foreign Countries,Mixed Methods Research,Qualitative Research,Spiral Curriculum

Throughout the time of my teaching career, the tide has exposed changes in the nature of music, students and music education. This paper discusses teaching and learning in contemporary music at seven critical stages of 21st century music education: i) diverse types of undergraduate learners; ii) teaching traditional classical repertoire and skills to contemporary music students; iii) transitioning undergraduates through pre-service teaching into the workforce; iv) supervisory pedagogy for creative work higher degree research models; v) upskilling established teachers in musical practice and pedagogy; vi) professional development for adult community musicians; vii) disseminating learning back into music and teacher education. Constant elements in this landscape are musicianship, practice, creativity, employment, aesthetic expression and personal fulfilment. Shifting sands include characteristics of learners, pedagogy, delivery, technology, industry trends, and learning through consecutive career stages. The final scenario addresses challenges for musicians and teachers to maintain their creative practice through self-directed lifelong learning.
Instrumental Teacher Education and the Incoming Tide of Information Technology: A Contemporary Guitar Perspective
Author: Lee, Daniel A.
Date: 2018-05-00
Type: Journal Articles
Subjects: Music Teachers,Musical Instruments,Educational Technology,Technology Uses in Education,Conventional Instruction,Online Courses,Teacher Student Relationship,Popular Culture,Cultural Influences,Learning Activities,Preservice Teacher Education,Phenomenology,Documentation,Internet,Foreign Countries,Communities of Practice,Social Media,Video Technology,Qualitative Research

There is a metaphorical incoming tide of information technology (IT) in the global guitar community. This phenomenological study examines the activities of the online guitar community to determine its role in guitar pedagogy. It questions how the traditional teacher-student model can continue to operate amidst the floodwaters of online guitar education resources. An historical presentation, and analysis of current practice is offered, and the pedagogical value of some online resources are scrutinised. The process of enculturation through Contemporary Popular Music (CPM) education is discussed from the perspective of guitar pedagogy and the implications for instrumental guitar teaching are examined. This study was designed to examine the activities of the online guitar community to gain a perspective on the phenomenon for the purposes of informing teacher educators working with pre-service instrumental guitar teachers.
Teachers&apos; Perspectives about Implementing ICT in Music Education
Author: Eyles, Anne-Maree
Date: 2018-05-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Music Education,Foreign Countries,Music Teachers,Teacher Attitudes,Educational Practices,Mixed Methods Research,Teacher Surveys,Access to Computers,Self Efficacy,Teaching Methods,Faculty Development,Semi Structured Interviews,Educational Resources,Learning Activities

This article provides insights into the current state of Information and Communication Technologies (ICT) implementation in music classrooms throughout Queensland, Australia, through the perspectives of classroom music teachers with regard to organisational practices that influence the implementation of ICT in music education. Using explanatory sequential mixed methods, a quantitative survey gathered music teachers' perspectives regarding the availability of ICT resources, ICT support, teacher confidence, current teaching practices and professional development. Six qualitative semi-structured interviews were then conducted to investigate further the identified themes. This paper discusses the analysis of the quantitative survey results. Findings suggest that the F-10 Australian Curriculum needs to define the term ICT to provide greater clarity for teachers. Further, due to a lack of ICT resources and support, classroom music teachers limit their pedagogy to whole class activities which rely on a limited number of ICT resources due to availability, familiarity and reliability. Teacher confidence is directly affected by professional development opportunities. The benefits of professional development opportunities are perceived to be short-term when ICT resources are inadequate. Classroom music teachers identified that the most significant barrier to ICT implementation is the need for access to adequate quantities of ICT resources, ICT funding and ICT support.
Aligning Academic Offerings with Industry Needs and Facility Construction, While Making Space for Relevant Public Private Partnerships (P3s)
Author: Golich, Vicki L.
Date: 2018-05-00
Type: Journal Articles
Subjects: State Universities,Case Studies,Aerospace Education,Engineering Education,Partnerships in Education,School Business Relationship,Curriculum Development,Industry,Cooperation,Financial Support,School Buildings,Educational Facilities,Manufacturing,College Faculty,Construction (Process),Educational Facilities Design

Metropolitan State University of Denver (MSU Denver) has been educating students for Colorado's urban workforce for over fifty years. The following case study of MSU Denver's new Aerospace Engineering Sciences (AES) Building reveals the roles played by partnerships among universities, faculty, and local civic and industry leaders in creating new curricula and facilities. The new Advanced Manufacturing Sciences (AMS) curriculum and specialized labs will be &quot;game changers&quot; for manufacturing in Colorado, because they provide flexible makerspaces that encourage the iterative, changing interaction among students, faculty, and industry essential in an evolving economy. Nurturing such places for collaboration fosters self-sustaining curriculum enrichment.
Community Schools and the Role of University-School-Community Collaboration
Author: Provinzano, Kathleen
Date: 2018-05-00
Type: Journal Articles
Subjects: Community Schools,College School Cooperation,Public Schools,Partnerships in Education,School Community Relationship,Academic Achievement,Parent Surveys,Faculty Mobility,Interviews,Focus Groups,Educational Quality,College Role,School Role,School Districts,Superintendents,Central Office Administrators,Principals,Public School Teachers

Public school districts are locally controlled and funded through local property taxes. Funding schools this way perpetuates structural inequities in poorer school districts and as a result, students living in poverty have minimal access to critical resources that support student learning. Community schools are resurfacing in many of these urban spaces as a mechanism for addressing the systemic and structural inequities plaguing students, schools, and communities. Advocates posit that increasing student achievement requires addressing the needs of the whole child; conceptualizing schooling through this lens offers an expanded vision of what public education needs to be for many of today's children. This paper aims to improve our overall understanding of community schools and highlights specific actions taken by community organizations and higher education institutions to create meaningful partnerships with public schools operating as community schools. The authors posit that collaborative and organically developed, grassroots relationships have the potential to alter the traditional dynamic between internal public school employees and external stakeholders, leading to school, student, and community transformation.