ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of the Superintendent and School Board in Collective Bargaining: 1989-2010
Author: Sharp, William L.
Date: 2012-06-00
Type: Journal Articles
Subjects: Superintendents,Collective Bargaining,Administrator Attitudes,Strikes,Administrator Role,School Districts,Teacher Associations,Unions,Boards of Education,Professional Associations,Questionnaires,Educational History

School superintendents have many roles, and being responsible for collective bargaining is one of those roles in states where collective bargaining is mandatory. This role has changed over the years, and it varies from school district to school district. As teacher associations and unions have increased in number and strength, superintendents and boards of education have had to devote more time to the process of negotiations. The researcher and the American Association of School Administrators (AASA) conducted a national study in 1989, asking school superintendents their opinions on the topic of collective bargaining. The topics included in the study are the following: (1) The role of the superintendent; (2) The composition of the board's bargaining team; (3) The choice of the chief spokesperson for the board; (4) The advantages and disadvantages of having board members negotiate; and (5) The frequency of teacher strikes. This study, with a few questions added regarding &quot;win-win&quot; bargaining, was repeated in 1999. The 1999 study was repeated again in 2010 to see it there were any major shifts in the responses over the years. 87.0% of superintendents stated that they would recommend win-win bargaining, with 13.0% not recommending win-win bargaining over traditional bargaining.
A Modified Delphi Study to Define &quot;Ah Ha&quot; Moments in Education Settings
Author: Pilcher, Jobeth
Date: 2015-06-00
Type: Journal Articles
Subjects: Learning Processes,Comprehension,Intuition,Definitions,Delphi Technique,Expertise,Teaching Methods,Recognition (Psychology),Reflection,Qualitative Research,Statistical Analysis,Surveys

Ah ha moments are often mentioned in education literature. These moments are suggested to be a powerful aspect of learning, yet limited research is present regarding this topic. Ah ha learning moments have also not been defined in the education literature, resulting in the likelihood that each educator and learner may have differing definitions. Before studies can be conducted to seek out educational strategies to promote these learning moments, a clear definition is needed. This article presents the results of a modified Delphi study aimed at seeking a consensus definition of ah ha learning moments among a group of experts from varied education settings.
Formulating Good Open-Ended Questions in Assessment
Author: Shilo, Gila
Date: 2015-06-00
Type: Journal Articles
Subjects: Questioning Techniques,Questionnaires,Test Construction,High School Students,College Students,Test Items,Item Analysis,Evaluation Criteria,Error Patterns,Error Analysis (Language),Verbs,Content Analysis,Test Format,Test Content,Educational Quality

The purpose of the study was to examine the quality of open test questions directed to high school and college students. One thousand five hundred examination questions from various fields of study were examined using criteria based on the writing centers directions and guidelines. The 273 questions that did not fulfill the criteria were analyzed in this study. The commonest mistakes found were: inappropriate usage of action verbs (66%); errors in formulation (13.1%) and the use of titles instead of questions (9.5%). In my opinion, the two most important findings of the study are the high percentage of inappropriate use of action verbs and inadequate number of points given to questions, since these findings were not described previously. The study results suggest that training teachers in question-writing should be incorporated in the curriculum for pre-service and in-service teachers. Various ways of composing more coherent test questions are described after presenting and discussing the mistake types.
The Effects of a Modified Cover, Copy, Compare on Spelling Tests and in Written Compositions for Three Students with Specific Learning Disabilities
Author: Goodman, Ashley
Date: 2015-03-00
Type: Journal Articles
Subjects: Spelling,Tests,Writing (Composition),Writing Skills,Learning Disabilities,Reading Instruction,Writing Instruction,Intervention,Generalization,Program Effectiveness,Student Attitudes,Special Education,Grade 3,Grade 6,Elementary School Students,Pretests Posttests,Worksheets,Word Lists,Drills (Practice)

Spelling skills are vital in teaching students to read and write effectively. One method to help students learn to spell words correctly is called cover, copy, and compare (CCC). This study was designed to evaluate the effects of using CCC on the spelling and writing skills of three students with learning disabilities. These skills were measured both before and after implementation of CCC spelling intervention. When CCC was in effect, our participants spelled more words correctly on spelling test probes. Generalization of correct spelling on a writing samples was found. The students reported they enjoyed using CCC.
Pathways to Teaching: An Examination of Black Females&apos; Pursuits of Careers as K-12 Teachers
Author: Farinde, Abiola A.
Date: 2015-03-00
Type: Journal Articles
Subjects: Females,Phenomenology,Educational Experience,Disproportionate Representation,African American Teachers,Career Choice,Educational Policy,Career Development,Elementary Secondary Education,Semi Structured Interviews,Teacher Effectiveness,Student Teaching,School Support,Institutional Characteristics,Work Attitudes,Collegiality,Teacher Student Relationship,Teacher Attitudes,Qualitative Research

White, female, middle-class teachers dominate the education field. As a result, Black female teachers are underrepresented in the teaching field. Statistically, Black female teachers represent 7.7% of the United States teaching force, while White female teachers make up over 60% of the American teaching workforce. With the aim of diversifying the teaching pool, this phenomenological study explored the lived K-12 and collegiate educational experiences of Black female in-service teachers in order to gain insight about their vocational choices to become educators. Constant comparative data analysis revealed four major themes. The results of this study have implications for teacher education programs and educational policy.
The Effect Using the REWARDS® Reading Program on Vowel Sounds, Word Part, and Prefix and Suffix Identification in Multi-Syllabic Words: A Case Report
Author: Klee, Isabelle C.
Date: 2015-06-00
Type: Journal Articles
Subjects: Reading Programs,Program Effectiveness,Vowels,Morphemes,Identification,Syllables,Decoding (Reading),High School Students,Reading Difficulties,Learning Disabilities,Reading Skills

Proficiency, accuracy and fluency in reading is an essential part of nurturing a disposition towards learning, growth and continued education for any student who wishes to be successful in school. Many studies have assessed the efficiency and success of various reading programs that have been developed to improve these areas of reading proficiency. The REWARDS® Program is one such example. This program works to increase a student's ability to decode multisyllabic words using specific strategies including vowel sound, word part, and prefix and suffix recognition. REWARDS® can be used as intervention elementary to high school, and with students in both general and special education settings. This study was performed by two undergraduate students at a high school in the Pacific Northwest and assesses the progress of a 14-year-old-female participant who was diagnosed with a specific learning disorder in reading skills. The study tracks the development of the participant's reading skills through the use of the REWARDS Program. Through this study, there was clear evidence that the REWARDS Program had a positive impact on the student's ability to decode multisyllabic words.
Tracking Drop-out Students in Palestinian Refugee Camps in Lebanon
Author: Al-Hroub, Anies
Date: 2015-03-00
Type: Journal Articles
Subjects: Dropouts,Emergency Shelters,Refugees,Foreign Countries,Arabs,Student Attitudes,Social Influences,Economic Factors,Educational Policy,Educational Practices,Parent Role,Prevention,Qualitative Research,Ethnography,Risk,Socioeconomic Status,Curriculum,Punishment,Family Involvement,Semi Structured Interviews

This research paper examines the perceptions of students on the school drop-out problem in Palestinian refugee camps in Lebanon regarding (a) the social and economic causes associated with the phenomenon of school drop-out; (b) the educational policies and practices used in UNRWA schools and their relationship to student drop-out; and (c) the role that parents play in preventing Palestinian students from dropping out of school. Based on qualitative field data, the methodology is grounded in tracking the trajectories of five drop-out cases. These five cases were drawn from four carefully selected United Nations Relief and Works Agency (UNRWA) schools in Lebanon. The cases provide ethnographic accounts of the risk factors underlying students' dropping out of school in these communities. Attention is paid to important issues, including socio-economic status, school curriculum and services, corporal punishment, and family involvement. The conclusion of this paper looks toward developing a plan to address the rate of early school drop-out in Palestinian refugee camps based on the findings of this report.
Transforming the Landscape through Music Creation and Performance
Author: Tedeschi, Simon
Date: 2013-00-00
Type: Journal Articles
Subjects: Music,Speeches,Creative Activities,Classical Music,Musical Instruments,Rote Learning,Memory,Musicians,Reputation,Performance,Foreign Countries

This author is quite often described by respected critics and musical peers as one of the finest artists in the world--making the young pianist's mark on music both undeniable and admirable. In this speech he shares his thoughts on improvisation. The ability to improvise is integral to the future of classical music. Classical pianists are still not putting improvisation over other areas, such as rote learning, technique, and memory. He believes that all of these facets are positively impacted by improvisation.
Supporting Individuals with Fetal Alcohol Spectrum Disorders:a Summary of Effective Practices
Author: Riggie, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,Student Needs,Teaching Methods,Special Needs Students,Qualitative Research,Statistical Analysis,Literature Reviews,Intervention,Neurological Impairments,Behavior Problems,Program Effectiveness,Family Involvement,Early Intervention,Young Children,Self Determination,Cognitive Development,Executive Function,Rehabilitation,Cognitive Processes,Memory,Mathematics Instruction,Daily Living Skills,Computer Simulation,Social Development,Emotional Development,Reinforcement,Attention Deficit Hyperactivity Disorder,Friendship,Skill Development,Environmental Influences,Family Environment,Social Support Groups

Fetal alcohol spectrum disorder (FASD) is a lifelong condition that significantly affects the individual's learning, development, behavior, family, and quality of life. Diagnosing children with this condition and providing effective supports is challenging for professionals because little intervention research has been performed with the population. This is frustrating for caregivers who often take an active role in their child's life to ensure that needs are met. This article summarizes quantitative and qualitative studies that have targeted learning and behavioral interventions that aim to support children with FASD and their families. Research suggests that practices accommodating children's neurocognitive and neurobehavioral deficits are likely to produce positive outcomes. Interventions that include the family are also promising in their effectiveness. Extra attention needs to focus on early intervention for infants and toddlers and interventions that can promote the self-determination of adults with FASD. Additional directions for future research are provided along with policy and practice implications.
Beyond the Brick Walls: Homeschooling Students with Special Needs
Author: Cook, Kathleen B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Home Schooling,Educational History,Disabilities,School Choice,Educational Research,Parents as Teachers,Federal Legislation,Educational Legislation,Equal Education,Student Characteristics,Family Characteristics,Parent Attitudes,Barriers,Public Schools

The percentage of children with special needs receiving academic instruction at home has substantially increased since a resurgence of homeschooling during the 1990s. In light of this information, the purpose of this article was to provide an overview of the history and laws related to homeschooling, the characteristics of homeschool families, and the relevant issues that parents of children with disabilities encountered when choosing to homeschool. This is followed by a discussion of the reasons parents chose to homeschool their children with special needs, as well as the current state of research on homeschooling students with disabilities. Finally, suggestions related to homeschooling students with disabilities were made for future researchers, parents, and public school educators.
The Collaborative Learning Behaviours of Middle Primary School Students in a Classroom Music Creation Activity
Author: Baker, William J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Elementary School Students,Music Education,Music Activities,Foreign Countries,Grade 3,Grade 4,Skill Development,Interpersonal Competence,Mixed Methods Research,Surveys,Observation,Journal Writing,Student Experience,Musical Composition,Pretests Posttests

Located in a northern Tasmanian government primary school, this study presents the findings of an investigation into the learning behaviours of middle primary (Grade 3/4) students in a collaborative music soundscape task. Recent literature regarding music education and social development are presented and the design of the research described. Analysis of data regarding seven learning behaviours that are characteristic of collaboration are explored and findings presented with particular attention to gender and group make-up. This paper confirms earlier research in the area and highlights the role for music creation tasks in the development of a range of social skills. Whilst limited by the scope of this study, of particular note are those data regarding the functionality or otherwise of gender groupings on task outcomes and the collaborative behaviours demonstrated by participants.
Recommendations for the Investigation and Delivery of Music Programs Aimed at Achieving Psychosocial Wellbeing Benefits in Mainstream Schools
Author: Crooke, Alexander Hew Dale
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Well Being,Psychological Patterns,Research Methodology,Course Content,Mental Health,Program Design,Grade 7,Daily Living Skills,Music Therapy,Quasiexperimental Design,Surveys,Control Groups,Experimental Groups,Comparative Analysis,Semi Structured Interviews,Teacher Attitudes,Student Attitudes,Intervention,Learner Engagement,Self Efficacy,Grief,Coping,Secondary School Students,Qualitative Research,Language Usage,Research Design,Evaluation Methods,Sampling,Program Implementation,Program Effectiveness

The potential for music programs to promote psychosocial wellbeing in mainstream schools is recognised in both policy and research literature. Despite this recognition, there is a dearth of consistent research evidence supporting this link. Authors attribute this lack of consistent evidence to limitations in the areas of research design and method, as well as the attributes of school music programs investigated. In order to further explore and identify challenges in these areas, two critical reflection analyses were undertaken on the research methods and musical programs used in two Australian studies. One analyses identified several important challenges of reporting psychosocial wellbeing related to methodology, while the other identified challenges related to music program attributes. This article uses these identified challenges to present recommendations to inform the design of future research which aims to explore or demonstrate a link between musical participation in mainstream schools and psychosocial wellbeing. It also suggests a number of elements that should be considered for the design and delivery of music programs aimed at achieving such benefits students in mainstream schools.
The Role of Professional Learning in Reducing Isolation Experienced by Classroom Music Teachers
Author: Davidson, Jayne
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Isolation,Music Education,Music Teachers,Teacher Surveys,Elementary Secondary Education,Faculty Development,Teacher Participation,Teacher Collaboration,Teaching Methods,Educational Resources,Planning,Networks,Foreign Countries,Questionnaires,Statistical Analysis,Mentors,Teacher Attitudes,Qualitative Research

There is substantial evidence in the literature to suggest that professional isolation is a significant problem for music teachers. This paper reports on the results of a survey regarding the professional learning of classroom music teachers (n = 53) from Foundation (also known as Preparatory, Reception or Kindergarten) to Year Nine. Teachers who participated in the survey responded to questions regarding their participation in professional development, their current and desired means of participating in professional dialogue with other music teachers, and their use of teaching and planning resources. The study found that further consideration of strategies to relieve professional isolation of music teachers is needed. The findings of the study align ideas presented in the literature, identifying the most affective strategies of alleviating professional isolation as the need to address the lack of discipline-specific pedagogical knowledge, the need for effective professional development strategies, and the importance of professional networks.
Breaking Sound Barriers: New Perspectives on Effective Big Band Development and Rehearsal
Author: Greig, Jeremy
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Theater Arts,Secondary Education,Extracurricular Activities,Music Activities,Musical Instruments,Acoustics,Teaching Methods

Jazz big band is a common extra-curricular musical activity in Western Australian secondary schools. Jazz big band offers important fundamentals that can help expand a student's musical understanding. However, the teaching of conventions associated with big band jazz has often been haphazard and can be daunting and frightening, especially for classically trained music teachers. In order to maximise results within extra-curricular rehearsal time constraints, this article synthesizes current literature into big band development from Australia and overseas, designed to ensure positive outcomes, especially for teachers with little or no jazz background. In order to &quot;break sound barriers&quot;, it is important to consider the pre-rehearsal preparation, as well as the face to face rehearsal and performance situation. The article contextualises jazz education and attendant issues in secondary schools in Western Australia before outlining current literature into strategies designed to maximise rehearsal efficiency prior to, during rehearsals and after performances. It then presents a model, based around the fundamentals of set-up, instrument roles, sound and repertoire, designed to build a motivated and musically competent jazz big band. By summarising the literature, the article ultimately aims to equip directors with the knowledge to maximise the potential of jazz big bands in secondary schools throughout Australia.
&quot;The Show Must Go On&quot;: Older Entertainers Making Music in the Community in Melbourne, Australia
Author: Joseph, Dawn
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Activities,Older Adults,Singing,Well Being,Aging (Individuals),Theater Arts,Residential Institutions,Self Concept,Phenomenology,Qualitative Research,Case Studies

Globally countries are faced with an aging population and Australia is no different. This creates challenges for the maintenance of well-being which can be enhanced by active engagement in society. There is extensive research that confirms that engagement in music by older people is positively related to individual and community well-being. Music engagement encompasses a range of social participation and has the potential to recognise the contribution of older people to their local communities. Music participation can contribute to a better quality of life, particularly in relation to health and happiness. There are many possible forms of music engagement. This study is part of an on-going Deakin University and Monash University research project, &quot;Well-being and ageing: community, diversity and the arts in Victoria.&quot; This article focuses on three members of a mixed voluntary singing group formed by older residents of an outer suburban community in Melbourne, Australia. This group, The Skylarkers, were established in 1999 as a four-part choir. Over the years the nature of the choir has changed under subsequent music directors. Since 2009 the group has focused on music theatre repertoire and performance style. Membership of the group is fluid reflecting changing life circumstances of the members but the ensemble is resilient. This small amateur music theatre group is based in suburban Melbourne, rehearses weekly and performs regularly at retirement villages, nursing homes and facilities for senior citizens. This article presents a phenomenological qualitative single case study of members of the Skylarkers. In this study, interview data were gathered in 2011-2012 and analysed using interpretative phenomenological analysis. Two significant themes emerged that concern musical self-identity and gaining a sense of purpose and fulfilment. The Skylarkers are more than a choir; they are an amateur entertainment troupe that engages with each other and the wider community. This resilient group holds true to the motto &quot;the show must go on&quot;.
Gestures and Body-Movements in the Teaching of Singing: A Survey into Current Practice in Australia and Germany
Author: Nafisi, Julia S. A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Nonverbal Communication,Motion,Human Body,Teaching Methods,Singing,Teacher Surveys,Questionnaires,Foreign Countries,Music Teachers,Cultural Differences,Cross Cultural Studies,Teacher Characteristics,Employment Level

In order to investigate the use of gestures and body-movement as teaching and learning tools in one-on-one voice teaching a survey was conducted amongst members of two professional voice teaching organisations in Germany and Australia. The survey questionnaire implemented a terminology devised by the author that distinguished the movements encountered according to their pedagogical intent. It could be shown that a significant number of voice teachers in both surveyed countries regularly use various gestures to enhance and/or illustrate explanation and/or demonstration; and an almost equal number of voice teachers in both countries regularly encourage their students to use various gestures and/or body-movements to facilitate understanding and learning of physiological functions, thought concepts or musical ideas. Differences between the two respondent-groups were outweighed by commonalities and whilst the survey confirmed the prevalence of this teaching and learning tool it also highlighted the wide scope of possibilities and idiosyncrasies inherent in this issue.