ethanporcaro/eric-fulltext-meta huggingface dataset:
The Enhancement of Musical and Other Learning for Both Teachers and Students through a Weekly Choir Session
Author: Heyning, Lyndell
Date: 2010-00-00
Type: Journal Articles
Subjects: Singing,Program Effectiveness,Elementary School Students,Elementary School Teachers,Music Activities,Foreign Countries,Music Education,Student Development,Teaching Methods,Student Attitudes,Teacher Attitudes,Skill Development,Self Esteem

Primary schools are such busy demanding places. Educators are concerned with a crowded curriculum and high emphasis placed on the development and cultivation of literacy and numeracy concepts. Teachers are generally concerned with the delivery and teaching expectations of all key learning areas of the primary school curriculum. However, the creative arts, in the real world of time and teaching are generally speaking, lower in priority. The majority of teachers believe their teaching time is dominated by attention to English and mathematics because the demands of departmental directives necessitate that students achieve benchmark standards in literacy and numeracy and this has had direct consequences for the creative arts key learning area. This individual small-scale study provides further insights into the impact of the arts, in particular the impact of singing, in one Australian primary school. This paper will present investigation through a small scale study, into how the benefits associated with the inclusion of children singing in a one hour weekly session, can not only influence and enhance students' musical learning, but also develop and enhance teachers' personal skill and confidence levels, while promoting other learning for all concerned across key learning areas.
Responding to the Challenge: Giving Pre-Service Classroom Teachers a Musical Language and Understanding
Author: Munday, Jenni
Date: 2010-00-00
Type: Journal Articles
Subjects: Music Education,Preservice Teacher Education,Music Theory,Creative Activities,Musical Instruments,Classroom Techniques,Barriers,Performance Factors,Change Strategies,Educational Change,Program Effectiveness,Course Descriptions,Foreign Countries,Musical Composition

Pre-service teacher degree programs are increasingly crowded with subjects covering the wide gamut of knowledge a teacher requires. Ensuring musical knowledge and language for classroom teaching poses a difficult problem for teacher educators. This article examines the challenges of including in the pre-service classroom teaching program a music sequence of learning that successfully imbues an understanding of music. It demonstrates how music education has been carried out at Charles Sturt University on the Albury-Wodonga campus over the last five years. It also discusses the difficulties of retaining successful music learning in the new cross-campus degree, due to external limitations and cross-campus facilities.
The Effect of Participation in a Music Mentorship Program on the Self Esteem and Attitudes of At-Risk Students
Author: Darrow, Alice-Ann
Date: 2009-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Mentors,Intervention,Special Programs,Self Esteem,Developmental Disabilities,At Risk Students,Student Participation,Student Attitudes,Pretests Posttests,Student Journals,Music Education,Peer Teaching,Measures (Individuals)

The purpose of the paper was to examine the effect of participation in a music mentorship program on the self-esteem and attitudes of at-risk students. Participants (N = 24) were adolescent girls enrolled in a special program for secondary students who are at risk for academic failure and who are experiencing conflict in school and at home. Participants were assigned to a music mentorship group, music participation only group (no mentorship component), or control group (no participation in music). Interventions were at-risk students' participation in either a 16-week music mentorship program, or a 16-week music only program. Mentees for the mentorship program were secondary students enrolled a self-contained public school for students with developmental disabilities. Experimental group participants were involved in a special chorus, step and movement group, and instrumental ensemble. Results from dependent measures indicated that participants' self-esteem scores in the music and music mentorship groups improved similarly from pre- to posttest, and improved more so than the control group, though not significantly. Participants' journals revealed positive and affirming statements about what the mentors had learned about people with disabilities, helping others, and teaching music. These data indicate that music participation in any form may assist in improving students' self-esteem, although specific interventions may need to be longer in duration, targeted toward a specific self-esteem domain, and/or more intense in order to show significant improvement in standardized measures of self-esteem. Additional pre-post data revealed that at the conclusion of the music mentorship intervention, at-risk students were more interested in teaching as a possible career, and were more comfortable with persons who have disabilities than they were before the intervention. (Contains 4 tables and 3 figures.)
Improvisation as Communication: Students with Communication Disabilities and Autism Using Call and Response on Instruments
Author: McCord, Kimberly
Date: 2009-00-00
Type: Journal Articles
Subjects: Music Education,Communication Strategies,Creative Activities,Autism,Communication Disorders,Music Teachers,Inclusion,Mainstreaming,Profiles,Elementary School Students,Musical Instruments,Creativity,Student Participation,Teaching Methods,Pervasive Developmental Disorders

Students with communication disabilities present challenges to general music teachers with inclusive music classrooms. Typically, students perform, compose and improvise with others in the class, but students with physical disabilities that include communication difficulties or students with autism are left out or at best marginally participate. This paper explores the stories of three students who have disabilities that impact their ability to communicate. All three are elementary students in grades four through six. The students used instruments (both traditional and electronic) as a means for communicating musical ideas through improvisation. The three students were engaged in call and response improvisation in the jazz style.
Researching and Developing Music Provision in Special Schools in England for Children and Young People with Complex Needs
Author: Cheng, Evangeline
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Problems,Research and Development,Educational Needs,Music Education,Music,Young Adults,Foreign Countries,Music Therapy,Special Education,Special Needs Students,Severe Disabilities,Questionnaires,Observation,Accessibility (for Disabled),Case Studies

The House of Commons Select Committee on Education (2006) estimated that around 18% of all pupils in England were categorised as having Special Educational Needs (SEN). &quot;Around 3% of all children (250,000) had a statement of SEN and around 1% of all children were in special schools (90,000) which represent approximately one third of children with statements&quot; (House of Commons, 2006, p. 5). However, until very recently, there has been no overall perspective on what might count as an appropriate music curriculum for pupils with complex needs (here defined as Severe Learning Difficulties [SLD] or Profound and Multiple Learning Difficulties [PMLD]). In order to investigate the nature of music provision in special schools in England that catered for children and young people with complex needs, Welch et al., (2001) undertook a nation-wide research investigation, which became known as the PROMISE (Provision of Music in Special Education) project. The PROMISE project was funded by the Esmee Fairbairn Trust (see http://www.esmeefairbairn.org.uk/index.html) and supported also by the Royal National Institute for the Blind (RNIB). The research was designed as an exploratory study of three phases using questionnaire sampling, school visits, and informal discussions with teachers and other professionals. A total of 53 schools participated. The evidence gathered from the project suggested that &quot;there is considerable variation in the quantity and quality of music education and music therapy available to pupils&quot; (Welch et al., 2001, p. 5). In the course of PROMISE research, it was noted that, within the special school population in England, there were more than 30,000 children (32%) with complex needs (SLD or PMLD). SLD and PMLD children were to be found in many different parts of the special education sector and were often educated with children who had other forms of disability. Most of the participating schools catered for a broad age range from early years to post-16. The paper reports research and development in the music provision in Special Schools in England for children and young people with complex needs following the PROMISE research (2001). (Contains 1 endnote, 3 tables, 3 footnotes and 7 figures.)
Getting Better All the Time: Using Music Technology for Learners with Special Needs
Author: Swingler, Tim
Date: 2009-00-00
Type: Journal Articles
Subjects: Musical Instruments,Special Needs Students,Academic Accommodations (Disabilities),Assistive Technology,Case Studies,Program Descriptions,Individualized Instruction,Music Education,Music Therapy,Musical Composition,Music Techniques,Educational Opportunities

This paper focuses on the category of electronic musical instruments described as &quot;gestural controllers&quot;--motion sensor technology and specially adapted switches--which are widely used in special education. The therapeutic benefits of this technology in emancipating children from their cognitive or physical limitations are increasingly well-documented, but the educational implications remain relatively unexplored. The underlying premise of this paper is that the opportunity to learn a musical instrument is a basic human right which should be available equally to children attending special schools. But, can this interactive technology--with its emphasis on immediacy and accessibility--offer the challenges and expressivity and provide a real long-term musical learning trajectory in the same way that &quot;real&quot; instruments do? A case study is described charting significant learning and progress through use of the technology over a six-year period.
Don't Hang Your Dreams in a Closet: Sing Them, Paint Them, Dance Them, Act Them...
Author: Comte, Martin
Date: 2009-00-00
Type: Journal Articles
Subjects: Special Schools,Disabilities,Attitudes toward Disabilities,Politics of Education,Special Needs Students,Special Education,Accessibility (for Disabled),Educational Policy,Government Role,Art Therapy,Art Education,Foreign Countries

The paper challenges some of the social and cultural attitudes to disability today and ways in which The Arts can be used to express and bring our dreams to life. It highlights issues relating to children who need special education, children who attend special schools, children who, for whatever reason, do not attend mainstream schools. It questions whether governments regard each special needs child as &quot;a valued member of our community&quot;. Questions explored in the paper include: Do governments ensure that special needs children are extended &quot;every courtesy and assistance&quot;? Does the community in general regard these young people as valued members of our society? What is the attitude of government to such children when they reach adulthood? And how does government show that it values them then? Does government in fact extend every courtesy and assistance to special needs children when they reach adulthood?
The Surprise Element: How Allaying Parents' Misconceptions Improves a Teacher's Communicative Process
Author: Kumar, Rashmi
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Gifted,Parent School Relationship,Educational Change,Teaching Methods,Cooperative Learning,Parent Attitudes,Misconceptions,Attitude Change,Change Strategies,Documentation,Parent Teacher Cooperation,Faculty Development,Feedback (Response),Mentors

Challenged by parents' misconceptions about the role of cooperative learning activities in developing their gifted children, a teacher began to mentor the parents. The act of mentoring those parents resulted in the teacher's longer-term professional development: specifically, creating a process of seeking structured feedback from parents and following up through iterative cycles of reflection, appraisal, and revision. Many teachers can identify a critical learning juncture that has had a notable influence on their learning and professional growth. Often, teachers locate such epiphanies within everyday teaching practices, advanced studies, or opportunities for professional development (Clarke and Hollingsworth 1994, 2002). The author, an elementary schoolteacher faced with parental opposition to using cooperative learning (CL) and group work in her classroom, set out to clarify parents' assumptions by designing opportunities to uncover and untangle their beliefs. Surprisingly, as a result of responding to the above challenge and achieving success in her initially established goals, the teacher experienced a transformative growth in her processes of communicating with parents. (Contains 1 note.)
Mentoring Children in Foster Care: Impact on Graduate Student Mentors
Author: Taussig, Heather N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foster Care,Preadolescents,Youth,Child Abuse,Intervention,Graduate Students,Internship Programs,Supervision,Programs,Practicums,Mentors,Student Attitudes,Program Evaluation,Context Effect,Service Learning,Student Volunteers

Fostering Healthy Futures (FHF) is a randomized controlled trial of an intervention for preadolescent youth placed in foster care because of maltreatment. As part of the FHF program, graduate students spend sixteen to twenty hours per week mentoring two youths in foster care and receiving intensive training and supervision. During summer and fall 2009, fifty of the fifty-two mentors who participated in the FHF program between summers 2002 and 2008 completed an online survey. Almost all reported that their participation in the FHF program was helpful or very helpful in training them to work with high-risk children and families, diverse communities, multiple systems, and other professionals. Qualitative analyses of mentors' responses to open-ended questions yielded several salient themes. (Contains 2 tables.)
"It Opened My Mind, My Eyes. It Was Good": Supporting College Students' Navigation of Difference in a Youth Mentoring Program
Author: Lee, Joanna M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mentors,Student Attitudes,Program Effectiveness,Females,Leadership,At Risk Persons,Bias,Student Diversity,Program Descriptions

This paper uses a mixed-methods approach to investigate how the Young Women Leaders Program, a mentoring program for at-risk adolescent girls, supports mentor commitment, prejudice reduction, and increased understanding and acceptance of diversity among the undergraduates serving as mentors. The results suggest that particular mentoring program components can enhance college students' mentoring commitment and provide them with opportunities for interactions across boundaries of difference, leading to multiple benefits. (Contains 1 table and 1 figure.)
Meeting the Graduating Teacher Standards: The Added Benefits for Undergraduate University Students Who Mentor Youth
Author: Bullen, Pat
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Mentors,Focus Groups,Program Effectiveness,Foreign Countries,Beginning Teachers,Professional Development,Standards,Youth,Undergraduate Students,Student Development,Knowledge Base for Teaching

Although research has clearly demonstrated the benefits of mentoring for mentees, much less is known about how mentoring impacts mentors and, in particular, their professional development. Using a mixed-methods design, this study investigated the impact that mentoring youth had on the professional development of first- and second-year university students, primarily preservice teachers. Researchers collected quantitative data from twenty-eight undergraduate university student mentors pre- and post-program, as well as twenty-nine ninth-grade mentees post-program. In addition, a focus group was conducted with six mentors post-program. The data analyses were guided by the Graduating Teacher Standards: Aotearoa New Zealand (GTS), which outline what a beginning teacher should know at the conclusion of a professional teacher education degree program. The results indicated that mentoring had a positive impact on mentors' development of the values, skills, relationships, and knowledge required to satisfy the GTS. The implications of these findings are discussed within the context of professional development. (Contains 3 tables.)
Empowering GO-GIRL Teacher Mentors: More than a Chance to "Give Back"
Author: Pincham, Linda
Date: 2010-00-00
Type: Journal Articles
Subjects: Majors (Students),Mentors,Elementary Secondary Education,Females,Program Descriptions,Teacher Education,Undergraduate Students,Education Majors,Psychology,Mathematics Education,Grade 7,Student Attitudes,Program Effectiveness,Teaching Experience

Roosevelt University students in elementary and secondary education, mathematics, and psychology served as mentors to groups of seventh-grade girls in the GO-GIRL Program during two spring semesters. This brief, descriptive essay will address the overall impact of mentoring on student mentors in the GO-GIRL Program, particularly what the educations majors report they have gained from mentoring that emphasizes the utility of such mentoring experience for education students.
A Qualitative Investigation of Mentor Experiences in a Service Learning Course
Author: Banks, Kira Hudson
Date: 2010-00-00
Type: Journal Articles
Subjects: Adolescent Development,Mentors,Program Evaluation,Service Learning,Group Dynamics,Career Guidance,Middle School Students,Learner Engagement,Females,Cultural Awareness,College Students,Mathematics Education,Science Education,Qualitative Research,Interviews,Single Sex Classes,Program Effectiveness,College School Cooperation

Mentoring is often considered a gift of time and resources that a mentor gives to a mentee. However, research suggests that mentoring has benefits specifically for the mentor. This study analyzes written reflections of twenty-five mentors who took part in a National Science Foundation-funded program that encouraged middle-school girls to engage in math and science. To implement the program, the service learning course utilized college-age mentors enrolled in a 300-level course about middle-school adolescent development. Qualitative analyses revealed several themes from the mentors' experiences: valuing the setting, awareness of culture, negotiating group dynamics, affirmation of abilities, and career guidance. Implications for future research include intentionally measuring perceived mentor benefits as part of program evaluation.
Mentoring in the Philadelphia GO-GIRL Program: Impact on Penn's Graduate School of Education Student Mentors
Author: Slaughter-Defoe, Diana
Date: 2010-00-00
Type: Journal Articles
Subjects: Mentors,Pilot Projects,Role,Program Descriptions,Program Effectiveness,Graduate Study,Mathematics Instruction,Science Instruction,Females,Content Analysis,Diaries,Undergraduate Students,Graduate Students,Middle School Students,Program Implementation,Student Attitudes,Student Development,Mathematical Enrichment,Science Programs

The role of mentor development in implementing an out-of-school math and science Saturday program for middle-school girls is examined, using content analyses performed on journal entries that four college and graduate school-level mentors completed during the second year of the pilot program. Findings suggest that mentors matured and changed from the mentoring experience and that mentor development was a key aspect of the process of implementing the program. (Contains 1 note.)
GO-GIRL Response
Author: Brown, Enora
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Youth Programs,Urban Areas,Females,Middle School Students,African American Students,Mentors,Interpersonal Relationship,Intervention,Program Effectiveness,Vocational Interests,Science Careers,Mathematics,Adolescent Development

The GO-GIRL Program is a unique project, characterized by its ability to bring together pivotal elements within a youth-intervention program and foster collaboration between university and local communities in large and moderate-size urban areas through service learning. Designed to bolster the social-skill development, educational outcomes, and possible career interests of poor middle-school girls of color in math and science, the GO-GIRL Program targets those early adolescent girls at a critical point in their development and provides an intervention in the context of a supportive mentoring relationship. This commentary reflects on papers addressing GO-GIRL programs undertaken in Philadelphia, Chicago, and Bloomington, Illinois. Each paper describes the implementation of GO-GIRL in its local context and focuses on data related to the mentors' reflections about the program and its impact on them. This commentary highlights the impact of three intervention programs for mentors and mentees; key insights about the power of relationships in learning; and the value of those interventions in fostering knowledge and career interests in math and science for African American girls in poor communities.
Why Talk Is Important
Author: Barnes, Douglas
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Communication,Discussion (Teaching Technique),Role,Discovery Learning,Inquiry,Educational Practices,Teacher Student Relationship,Learner Engagement

In this brief retrospective essay, the value of a particular kind of classroom talk is extolled--not the kind of talk that simply feeds back information, but rather talk that has the power to shape knowledge through participant engagement with a range of processes: hypothesising, exploration, debate and synthesis. This kind of talk is the antithesis to &quot;right answerism&quot; and facilitates learning which is active and which prepares young people for a complex world with many uncertainties and many occasions when rational choice is required.