ethanporcaro/eric-fulltext-meta huggingface dataset:
Leaders of the Pack: Responsibilities and Experiences of Collegiate Drum Majors
Author: Brewer, Wesley D.
Date: 2009-09-00
Type: Journal Articles
Subjects: Higher Education,Music Education,Music,Musicians,Music Activities,Leadership,Musical Instruments,Student Leadership,Role,Leadership Responsibility,Advocacy,Politics of Education,Educational Experience,Interpersonal Relationship

This study explored the responsibilities and experiences of three collegiate drum majors as student leaders of a marching band at a major university. Marching band continues to be a prevalent and highly visible aspect of music education in the United States. The preparation and utilization of student leaders in music remains common, but little research examining the actual experiences of student leaders in music has been conducted. As we continue to recruit student leaders for these positions, it may be of use to understand, from the student leader perspective, the challenges and perceived responsibilities associated with these positions. The participants in this study identified three distinct responsibilities of a drum major: (a) drum major as director's musical advocate; (b) drum major as director's political advocate; and (c) bridging the gap between students and staff. Additionally, the participants identified two concerns related to their experiences as student leaders in comparison to their band member peers: (a) social negotiations; and (b) defining an identity.
A Constructivist Application for Online Learning in Music
Author: Keast, Dan A.
Date: 2009-09-00
Type: Journal Articles
Subjects: Electronic Learning,Constructivism (Learning),Music Education,Music,Distance Education,Online Courses,Course Descriptions,Educational Technology,Editing,Computer Software,Audio Equipment,Intellectual Property,Teaching Methods,History Instruction

The purpose of this article is to extend the published knowledge and practices of distance learning in music to include constructivism. Dan Keast describes his techniques for the implementation of constructivism to an online two-course series of Music History. The courses' structure, activities, assessments, and other key functionality components are shown as an example of current practices. Keast discusses the process for developing the two courses, in conjunction with copy editors, course design specialists, and technology reviewers. The courses highlight the need for additional improvements such as new software and legal clarification for the use of sound recordings. Keast's suggestion for further research is a call for more educators to report on the current practices of online teaching in music and the other arts. (Contains 7 exhibits.)
Adult Motivations in Community Orchestra Participation: A Pilot Case Study of the Bergen Philharmonic Orchestra (New Jersey)
Author: Shansky, Carol
Date: 2010-09-00
Type: Journal Articles
Subjects: Informal Education,Music,Musicians,Adults,Music Teachers,Music Education,Music Activities,Case Studies,Interviews,Educational Objectives,Motivation,Participation

The purpose of this study was to explore the motivations of adults in choosing to participate in community orchestras. This paper identifies many of those motivations and examines the reasons and implications of why the adults in the study chose to continue to play in community orchestras. The investigation was conducted in 2007 via a case study of the Bergen Philharmonic Orchestra, a community orchestra located in Northern New Jersey. The adults selected for interview were members of the orchestra. The responses were uniform: love of playing one's instrument, desire for musical challenge, inspiration for practice and commitment to the organization. There was virtually no difference in response from professional vs. non-professional musicians. The data is valuable in understanding the needs of middle-aged adult learners, informal learning practices and establishing goals for music educators in training students for community music involvement after high school.
Church Musicians' Participation Perceptions: Applications to Community Music
Author: Rohwer, Debbie
Date: 2010-09-00
Type: Journal Articles
Subjects: Church Programs,Singing,Music,Group Membership,Quality of Life,Musicians,Attitudes,Music Education,Recruitment,Attendance,Community Organizations,Differences,Religious Factors

The purpose of the study was to describe the participation perceptions of church choir musicians. Twenty-two choral musicians in 3 churches were interviewed. The results align with past research on community music ensembles in terms of musical and social perceptions of the participants, including concepts of recruitment, attendance, and diverse musicianship levels. There was, however, a notable difference with past studies in that worship was an interwoven, integral component of the members' perceptions. Because of this worship component, church music may have a different feel than other community groups, with an emphasis on an external, unifying force making the activity look more like a service endeavor than a leisure activity.
Rhythmic Characteristics of Improvisational Drumming among Preschool Children
Author: Whitcomb, Rachel
Date: 2010-09-00
Type: Journal Articles
Subjects: Preschool Children,Music,Music Activities,Pattern Recognition,Creative Activities,Music Education,Researchers

A call-and-response drumming activity was carried out to determine the rhythmic characteristics of improvised patterns created by preschool children. Specific goals of the study were to: (1) determine the durations, start and stop times, and rhythmic patterns of improvised responses to a simple given call using drums; (2) determine the presence or absence of steady beat in improvised responses; and (3) describe the social factors that may affect the improvisational choices of young children. Six 4- and 5-year-old children participated in the activity over five weeks. Each week, the researcher played a four-beat rhythmic call and invited each student to individually play an improvised response within four beats. Results indicated that 86% of responses began on beat one immediately following the call, and 80% of responses ended on beat four. Seventy-nine percent of responses were four beats long. Eighty-four percent of improvised responses contained a steady beat. Students were either not able or did not wish to mimic the responses of other students, and very rarely repeated the call provided by the researcher. Results suggest that 4- and 5-year-old children are able to improvise both simple and complex rhythmic patterns on drums within specified guidelines. (Contains 3 tables.)
Preservice Elementary Classroom Teachers' Attitudes toward Music in the School Curriculum and Teaching Music
Author: Della Pietra, Christopher J.
Date: 2010-09-00
Type: Journal Articles
Subjects: Music Activities,Student Teacher Attitudes,Elementary School Teachers,Teaching Methods,Correlation,Interpersonal Competence,Attitude Measures,Academic Achievement,Social Development,Classroom Environment,Teacher Competencies,Music Education

The purpose of this study was to determine the attitudes of preservice elementary education classroom teachers toward teaching music and the importance of music in the school curriculum as they prepare to enter the field in an era of high stakes testing, state standards, and accountability. More specifically, responses to twenty-nine statements were used to determine attitudes toward the following three constructs: (a) academic and social benefits of music education, (b) inclusion of music in the curriculum, and (c) comfort in teaching and leading music in the classroom. The survey instrument was a modified version of that used by Lewis (1991); therefore the current study was a modified replication. Results were positive for all the constructs. Post hoc analyses indicated a strong relationship between prior musical experiences and the strength of positive responses. (Contains 7 tables.)
Wellness Interventions for School Counselors: A Case-Study in Treating Asperger's Disorder
Author: Hartwig Moorhead, Holly J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Asperger Syndrome,Wellness,School Counselors,Case Studies,Intervention,Pretests Posttests,Early Adolescents,Males,Program Effectiveness,Symptoms (Individual Disorders),Life Style,Creativity,Coping,Stress Management,Self Concept,Interpersonal Competence,Physical Health,Personality Traits

The Five Factor Wellness Inventory-Elementary Version (5F-WEL -E) was used in a pre- and post-test design to determine the wellness of a 13 year-old male with Asperger's Disorder. Wellness in the Creative and Physical Self domains was low. Thus, the school counselor implemented a 5-month treatment plan, based upon the Wheel of Wellness, in the school and home to increase wellness in these areas. Physical Self wellness increased. Wellness in other domains was maintained, increased, or slightly decreased. Implications for further research as well as application of wellness-based treatment planning by school counselors are discussed. (Contains 1 table and 1 figure.)
Disc Golf Play: Using Recreation to Improve Disruptive Classroom Behaviors
Author: Powell, Michael Lee
Date: 2008-00-00
Type: Journal Articles
Subjects: Control Groups,Play,Academic Achievement,Behavior Problems,Classroom Techniques,Elementary School Students,Compliance (Psychology),Student Behavior,Statistical Analysis,Recreational Activities

This study examined the use of disc golf as a creative, recreational play intervention for improving classroom behaviors in disruptive children. Twenty-two elementary students were randomly selected for either a treatment or control group and rated at pre- and post- by their teachers on the use of nine positive classroom behaviors (e.g., sharing, raising hand, and compliance). Results of a two-way ANOVA with repeated measures and one between-subjects factor revealed a significant difference (p less than 0.0001) between both groups over time. Implications are discussed. (Contains 1 table and 1 figure.)
Students with Emotional Disturbances: How Can School Counselors Serve?
Author: Miller, Lynne Guillot
Date: 2008-00-00
Type: Journal Articles
Subjects: Emotional Disturbances,School Counselors,Counselor Role,Counseling Techniques,Special Needs Students,Symptoms (Individual Disorders),School Counseling,Behavior Problems,Student Behavior,Advocacy,Early Intervention,Prevention,Teamwork,Cognitive Restructuring,Behavior Modification,Peer Influence,Social Development,Coping,Skill Development,Peer Relationship,Anxiety

Students with Emotional Disturbances (ED) possess unique characteristics that require additional care from school counselors, teachers, and other school personnel. Information pertaining to the prevalence of ED among students and the common characteristics of students with ED is reviewed. Additionally, ideas and effective approaches that will aid school counselors in meeting the various needs of these students are presented. The purpose of the presented information is to broaden the skill repertoire of school counselors and to enhance the level of service they provide to students with ED. (Contains 2 figures.)
A Multicultural Competence Model for Counseling Gifted and Talented Children
Author: Levy, Jacob J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Gifted,Talent,School Counselors,Cultural Awareness,Models,Student Diversity,Identification,Counseling Techniques,Counselor Attitudes,Intervention,Bias,Student Characteristics

This paper introduces a model of multicultural competence targeted at school counselors who work or may work with gifted and talented children. The model is designed as an extension of the Multicultural Counseling Competence framework (Sue, D. W., 2001). The present model outlines three competencies believed to be important to efficacious counseling with culturally diverse children identified as gifted and talented: 1) counselor awareness of one's attitudes, assumptions, and biases about gifted and talented children; 2) understanding the characteristics of, and issues faced by gifted and talented children, and 3) developing appropriate interventions and strategies for counseling gifted and talented children. (Contains 1 table.)
Designing Developmentally Appropriate School Counseling Interventions for LGBQ Students
Author: Kayler, Holly
Date: 2008-00-00
Type: Journal Articles
Subjects: Adolescent Development,School Counseling,Homosexuality,Sexual Identity,School Counselors,Depression (Psychology),Special Needs Students,Student Needs,At Risk Students,Coping,Social Attitudes,Social Bias

Lesbian, gay, bisexual, and questioning (LGBQ) students must face the physical, cognitive, and emotional challenges of adolescent development while becoming aware of and coping with a sexual minority orientation. As an invisible minority, LGBQ students are stigmatized, and many experience negative outcomes (e.g., isolation, depression) as a result of heterosexism. The authors discuss how Cass' model of sexual identity development serves as an appropriate template from which school counselors may work directly with students at each stage of sexual identity development. Additionally, the authors highlight numerous indirect services school counselors can provide to LGBQ students.
First-Year School Counselors: Examining the Benefits of Informal Support and Mentoring
Author: Milsom, Amy
Date: 2008-00-00
Type: Journal Articles
Subjects: Social Support Groups,Mentors,School Counselors,Informal Education,Student Journals,Journal Writing,Student Experience,Barriers,Counselor Training,Counseling Psychology,Counseling Techniques,Graduate Surveys,Education Work Relationship

New professionals can benefit from support and mentoring as they transition into their jobs, and research suggests that school counselors often do not receive formal mentoring from other school counselors. In this qualitative study, seven first-year school counselors were asked to keep journals during their first year and to reflect on their experiences, challenges, and supports. Results suggested that school counselors experience support and mentoring in numerous ways even in the absence of formal mentoring programs. Recommendations for establishing informal support networks are provided.
School Counseling Intern Roles: Exploration of Activities and Comparison to the ASCA National Model
Author: Leuwerke, Wade C.
Date: 2008-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Role,Internship Programs,Counseling Services,Transcripts (Written Records),Content Analysis,Comparative Analysis,Models,National Standards,Graduate Students,Counseling Psychology,Counselor Training

Examination of 6,556 hours of school counselor interns' activity logs provided a detailed description of roles and activities. Comparison of counselor intern activities to the ASCA (2005) National Model found consistency between responsive services at the elementary level and both responsive services and guidance curriculum at the middle school level. Identification of time on planning and inappropriate tasks provides a clearer picture of school counseling interns' activities in the school. (Contains 2 tables.)
Effectiveness of Wellness-Based Classroom Guidance in Elementary School Settings: A Pilot Study
Author: Villalba, Jose A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Wellness,Counselor Role,Grade 5,School Counseling,Pilot Projects,Comprehensive Guidance,Activity Units,Pretests Posttests,Counseling Effectiveness,Predictor Variables,Intervention,Health Promotion,Comprehensive School Health Education

A three-session, wellness-based classroom guidance unit was developed based on the Indivisible Self wellness model and presented to 55 students in 5th grade. Participants completed the Five Factor Wellness Inventory, Elementary School Version, before and after the unit. Wellness scores were significantly and positively higher at post-testing for Total Wellness and three of five wellness factors addressed in the guidance sessions (Creative, Social, and Physical Self). Follow-up studies revealed that students with low wellness scores at pre-test improved the most. Implications for elementary school counselors are discussed. (Contains 2 tables.)
Racial Disparities in New Millennium Schools: Implications for School Counselors
Author: LeBeauf, Ireon
Date: 2008-00-00
Type: Journal Articles
Subjects: Race,School Counseling,Intervention,Ethnic Groups,Student Diversity,School Demography,Academic Achievement,Minority Group Children,Counseling Services,Counseling Techniques,Counseling Theories,Racial Bias,Racial Discrimination,Performance Factors,Educational Environment

This article explores the role of race in new millennium schools and its impact on students. Multicultural, psycho-social, and academic issues are addressed, and interventions for school counselors are discussed. Racially correlated disparities in K-12 education are apparent in: test scores, grades, retention and drop-out rates, identification for special education and gifted programs, extracurricular and co-curricular involvement, tracking, and disciplinary rates showing disproportionate disadvantages to students of color. This article identifies the primary targets of racial harassment in school, issues of ethnic groups, and psycho-environmental concerns that affect the service delivery and practice of today's school counselor.
School Counseling in China Today
Author: Thomason, Timothy C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Cognitive Restructuring,Foreign Countries,School Counseling,Social Influences,School Counselors,Counseling Techniques,Counseling Services,Stress Variables,Stress Management,Psychological Characteristics,Student Characteristics,Change Strategies

This article provides a brief overview of the development of psychological thinking in China and social influences on the practice of school counseling today. Common problems of students are described, including anxiety due to pressure to perform well on exams, loneliness and social discomfort, and video game addiction. Counseling approaches used by school counselors today can include both traditional Chinese treatments like qigong and modern Western approaches like cognitive behavioral therapy. There is a great need for more school counselors, more training for counselors on modern counseling methods, and more efforts to reduce the stigma of seeking counseling. An understanding of how school counseling is practiced in China can increase the cultural awareness and sensitivity of American school counselors.
Service Learning Integrated in Urban School Counselor Preparation
Author: Wilczenski, Felicia L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Urban Schools,Graduate Students,Practicums,Counselor Training,Service Learning,School Counseling,School Counselors,Ethics,Special Needs Students,Secondary School Students

School counseling graduate students are preparing for a special relationship with the communities in which they serve, that is, to care for the personal, social, and educational well-being of children and adolescents. School counselor program faculty need to educate and instill in their students a sense of their ethical responsibilities to those communities. Service learning can foster an ethic of care. This article describes how future school counselors are prepared through service-learning pre-practicum and practicum with the understandings, skills, and dispositions to support high needs urban secondary students through the complexity of the post-secondary planning process and the transition to a successful university experience.
Fostering a Healthy Body Image: Prevention and Intervention with Adolescent Eating Disorders
Author: Giles, Michelle
Date: 2008-00-00
Type: Journal Articles
Subjects: Human Body,Cooperation,Intervention,Females,Self Concept,Prevention,Eating Disorders,Adolescents,Risk,School Counselors,Counselor Role

Eating disorders are among the most frequently seen chronic illnesses found in adolescent females. In this paper, we discuss school-based prevention and intervention efforts that seek to reduce the impact of this serious illness. School counselors play a key role in the prevention of eating disorders and can provide support even when not directly involved in psychological or medical treatment. Because of their ability to play a leadership role in school-based prevention of eating disorders, school counselors are essential in facilitating a collaborative approach to the prevention of and intervention in eating disorders and their associated risk factors.
Preparing Rural Students for Large Colleges and Universities
Author: Guiffrida, Douglas A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Rural Schools,Rural Areas,School Holding Power,Rural Education,Educational Counseling,College Preparation,School Counseling,Rural to Urban Migration,Student Adjustment,Adjustment (to Environment),Cultural Differences,Academic Persistence,College Bound Students,Developmental Studies Programs,Transitional Programs

Results of this review of college student retention research suggest that students from rural communities face additional challenges adjusting to large colleges and universities compared to students from urban and suburban areas. Research that describes the additional challenges faced by rural students while transitioning to large institutions is presented. Implications are provided to assist rural school counselors in helping their students select colleges that meet their needs and prepare for their experiences at large colleges and universities.
Utilizing Cognitive Behavioral Interventions to Positively Impact Academic Achievement in Middle School Students
Author: Zyromski, Brett
Date: 2008-00-00
Type: Journal Articles
Subjects: Middle School Students,Academic Achievement,Cognitive Restructuring,School Counseling,Individual Counseling,Group Counseling,Cognitive Processes,School Counselors,Behavior Modification,Achievement Gains,Intervention,Student Behavior,At Risk Students,Skill Development,Interpersonal Competence,Self Control

Empirical research suggests a correlation between Cognitive Behavioral Therapy (CBT) interventions and increased academic achievement of students in middle schools. An argument was presented for utilizing CBT intervention within the delivery system of comprehensive school counseling programs in middle schools; specifically in individual counseling, small group counseling, and classroom guidance lessons. Practical examples and resources were provided to assist school counselors in implementing CBT interventions to help students control cognitive thought processes and positively impact academic achievement.
A Content Analysis of Pre-Service School Counselors' Evaluations of an Urban Practicum Experience
Author: Holcomb-McCoy, Cheryl
Date: 2008-00-00
Type: Journal Articles
Subjects: Urban Schools,Practicums,Cultural Differences,School Counseling,Content Analysis,Counseling,School Counselors,Counselor Educators,Counselor Training,African Americans,Student Attitudes,Personal Narratives,Interpersonal Relationship,Counselor Role

This article examines the evaluations of nine pre-service school counselors who completed a practicum in an inner-city or urban, predominately African American school. A content analysis of the pre-service counselors' narrative evaluations was studied and six themes emerged: (a) Relationships and Interactions with Urban Students and Educators, (b) Cultural Differences, (c) Urban Schools and Environment, (d) Urban School Counseling Skills, (e) Urban School Counselor's Role, and (f) Urban Student Issues/Problems. Implications for urban school counselor educators and future research are given.