ethanporcaro/eric-fulltext-meta huggingface dataset:
An Approach to Chinese-English Bilingual Music Education
Author: Ward, Lisa-Jane
Date: 2014-00-00
Type: Journal Articles
Subjects: Chinese,English (Second Language),Second Language Learning,Bilingual Education,Cultural Awareness,Music Education,Teaching Methods,Universities,Musical Instruments,Classical Music,Graduate Students,Undergraduate Students,Western Civilization,Imagery,Foreign Countries

Music departments in Chinese universities incorporate Western musicology and instruments as part of their undergraduate or graduate courses (or both). However, many of these students may have had limited exposure to Western classical music and English, as a medium of communication. Furthermore, these courses are predominantly offered in Chinese. This article suggests that only a bilingual approach to teaching can help these students participate in global music making and research. In this way, the language and cultural divide which exists between Chinese mainland students and the West can be narrowed to facilitate cross-cultural learning.
How Will Access and Reliability of Information Communications Technology Resources Affect the Potential Implementation of the Australian Curriculum?
Author: Murray, Gemma
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Technology,National Curriculum,Foreign Countries,Educational Quality,Music Teachers,Music Education,Educational Change,Curriculum Implementation,Equal Education,Student Evaluation,Case Studies,Surveys,Semi Structured Interviews,Qualitative Research,Content Analysis

The Australian Government has recently introduced a national based curriculum, known as The Australian Curriculum. This new curriculum is intended to provide quality education for all students (Australian Curriculum, Reporting and Assessment Authority, [ACARA], 2013). This article considers some of the possible implications of the Australian Curriculum, both generally and with a focus on music education. The empirical research on which this paper draws investigates music teachers' use of technology resources under the current curriculum (Australian Victorian Essential Learning Standards, [AusVELS]), and develops insights into how this use may change with the implementation of the Australian Curriculum.
Choirs and Cultural Identity: A Children's Choir in Belgrade
Author: Acker, Aleksandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Singing,Music Activities,Emotional Experience,Churches,Foreign Countries,Interdisciplinary Approach,History,Interviews,Administrator Attitudes,Siblings,Music,Self Concept,Cultural Influences,Children,Philosophy,Christianity

In 2013 Campbell and Wiggins edited &quot;The Oxford handbook of children's musical cultures&quot; which described different musical experiences and diverse child populations across the world. This paper contributes to this particular interdisciplinary genre by contextualising and describing a well-known children's choir in Serbia that practices and performs in the Belgrade Orthodox Cathedral (Saborna Crkva). This church occupies an important geographic, political and religious position in the culture of historical Belgrade. There has been a choir in this space operating continuously since 1853, The First Belgrade Singing Society, Prvo Beogradsko Pevacko Drustvo (PBPD), and in 1981 the children's choir (DHPBPD) was founded. In this paper we historically locate the church and choir and describe the present activities of the children's choir. This latter we do through an interview with the director and some illustrative observations of two sisters who are participants in the choir. The concluding discussion includes an exploration of musical culture, community and identity. We use the Vygotskian concept of &quot;perezhivane&quot; to link the emotional experience of the children with the adult culture and history to explain why participation in the children's choir has been such a significant part of cultural learning and identity formation.
Lost and Found: Music Activities Delivered by Primary Classroom Generalists
Author: King, Fiona
Date: 2015-00-00
Type: Journal Articles
Subjects: Music,Music Activities,Music Education,Music Teachers,Case Studies,Elementary School Teachers,Elementary School Students,Foreign Countries,Teacher Role,Teaching Methods,Kindergarten,Grade 4,Musical Instruments,Semi Structured Interviews,Singing,Music Theory,Qualitative Research

Primary classroom teachers can play a vital role in the music education of primary school students, providing a basis for lifelong learning in music and the arts. Research shows that not all Victorian primary school students have equitable access to music education and that the role of the classroom teacher becomes valuable in supplying or augmenting music education. An instrumental case study was conducted on the music activities delivered by three purposefully selected participants located at Melbourne metropolitan schools. The resulting data, representing the teaching practice and perceptions of participants has been presented in two frameworks, with the aim of assisting classroom teachers to include music activities in their day to day teaching, and to deepen student learning in and through music.
&quot;Teach Me How to Work and Keep Me Kind&quot;: A Meditation on Literature in High School
Author: Riener, Joseph F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Literature,High School Students,English Instruction,Advanced Placement,Secondary School Teachers,Poetry,Teaching Methods,Teacher Attitudes,Novels,Drama,Emotional Response,Liberal Arts,Empathy,Interpersonal Relationship

A liberal arts education can teach young people the habits of mind to enable them to thoughtfully consider how they want to spend their lives. It can also establish the connection between one's self and others, what we call empathy. With insight and understanding, the liberal arts can teach students that education is a matter of the head and the heart, of work and kindness. Literature aids the journey to compassion. In this article, the author describes how he used poems, short stories, novels, and plays to expose students in his AP English classes to a variety of ideas, issues, and feelings. He wanted them to ponder the complexity of human emotion and what constitutes a good life. The work his students undertook in his classroom, the important conversations they had with him and with each other, illustrates the possibilities and benefits of a liberal arts education.
A Case Study of a Greek Australian Traditional Dancer: Embodying Identity through Musicking
Author: Georgoulas, Renee
Date: 2015-00-00
Type: Journal Articles
Subjects: Music,Dance,Identification (Psychology),Phenomenology,Case Studies,Interviews,Foreign Countries,Immigrants,Cultural Maintenance

This article is a study of a bilingual and bicultural Pontian Greek Australian dancer. His musicking involves performing and teaching dancing. Dancing has been and continues to be a major part of the self-identity of the participant. This phenomenological single case study used interpretative phenomenological analysis to analyse the data collected by interview. The findings are presented thematically and address the formation of identity and its enactment via performing and teaching. Many people carry multiple identities and an understanding of one may inform the provision of opportunities for learning and teaching.
How Do String Majors Become Teachers?
Author: Ha, Joy
Date: 2015-00-00
Type: Journal Articles
Subjects: Majors (Students),Musical Instruments,Music Education,Music Teachers,Preservice Teacher Education,Teacher Competencies,Teacher Attitudes,Phenomenology,Case Studies,Foreign Countries,Interviews,Personal Narratives

This study was motivated by the desire to understand how to support the development of competent and confident string instrument teachers. This research investigates early-career string instrument teachers' experiences of pre-service tertiary education and induction, and how these experiences impacted early-career string teachers' competence to teach. Further, this inquiry seeks to identify what these teachers believe needs to be done during this initial stage in order, firstly, to better prepare string teachers, and secondly, to foster and sustain the growth in teachers to ensure the availability of competent teachers in the field. Findings of this interpretative phenomenological case study indicated that the provision of formal string teacher preparation courses at the tertiary level, and provision of support from experienced teachers for beginning teachers during the induction phase may contribute to fostering and sustaining the growth in string teachers while ensuring competent teachers in the field. This research has implications for the provision of learning to teach and becoming a teacher that could lead to the development of more competent and skilled teachers.
Developing Fully Online Pre-Service Music and Arts Education Courses
Author: Lierse, Sharon
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Music Education,Art Education,Educational Policy,Foreign Countries,Universities,Indigenous Populations,Geographic Location,Preservice Teachers,Teacher Education,Participatory Research,Action Research,Music Teachers,Curriculum Development

Charles Darwin University (CDU) offers education courses for students who want to teach in Australian schools. The university is unique due to its geographic location, proximity to Asia and its high Indigenous population compared to the rest of the country. Many courses are offered fully online including music education for pre-service teachers. This shift has presented both opportunities and challenges. The study is an investigation of reviewing music and arts education courses to be delivered fully online using Participatory Action Research as the methodology. The four steps for the research are as follows: planning a change, acting and observing the processes and consequences of change, reflecting on the processes and consequences, and replanning to start the cycle again. The reflection and replanning stage of the course are especially important because courses need to be updated regularly to keep up with policy developments. It is anticipated that by the end of the year, the aspects of the course which have been successful and the ones which will require extensive reviewing will have been addressed. Through this process of rewriting, reviewing and reflecting, a fully online music education course will be able to be delivered successfully to music education students around Australia.
Project-Based Instruction: A Great Match for Informational Texts
Author: Duke, Nell K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Instructional Effectiveness,Instructional Design,Interdisciplinary Approach,Reading,Writing (Composition),Student Improvement,Skill Development,Learner Engagement,Learning Motivation,Common Core State Standards,Integrated Curriculum,Reading Instruction,Writing Instruction,Elementary School Students,Reading Materials

In a project-based learning approach, students work over an extended time period for a purpose beyond satisfying a school requirement--to build something, to create something, to respond to a question they have, to solve a real problem, or to address a real need. For example, students might work to plan, plant, and cultivate a garden to help feed the hungry in their community; develop a guidebook for visitors at a nature preserve; study the problem of wasting food and then develop a plan to reduce waste in the school cafeteria; or research and write a history of their local community. Along the way, teachers build knowledge and teach skills, but in students' minds, the knowledge and skills serve to meet the project's goal (while in the teacher's mind, they may also address specific state standards and meet district curriculum requirements). In this article the author begins by explaining why project-based and similar approaches that have been around since the early 1900s are especially well suited for education today. She goes on to demonstrate why project-based learning works, how to include it in the school day, how to design project-based units, and how to structure project-based units to develop information reading and writing.
When Music Goes up in Flames: The Impact of Advising on Music Major Burnout
Author: Teasley, Marilee L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Music,Music Education,Burnout,Majors (Students),Student Surveys,College Students,Predictor Variables,Mental Health,Anxiety,Musicians,Stress Variables,Psychological Needs,Academic Advising,Faculty Advisers,Measures (Individuals),Correlation,Wellness

Bringing their personalities and experiences to their relationships with students, academic advisors engage with a diverse population of students every semester. However, they meet with many students who display cynicism and exhaustion, known as burnout, toward their major. Over 300 music majors across the country were surveyed on their perceived academic advisor support, basic psychological needs, and burnout levels. Perceived student dissatisfaction of advising was positively correlated with burnout, such that larger measures of dissatisfaction are associated with larger measures of burnout. In addition, using basic psychological needs as mediators, we found numerous predictive relationships between advising factors and burnout; these findings suggest that advisors should consider the psychological needs of their students.
Developing Competency-Based Advising Practices in Response to Paradigm Shifts in Higher Education
Author: Walters, Giovanna
Date: 2016-00-00
Type: Journal Articles
Subjects: Competence,Academic Advising,Higher Education,Faculty Advisers,Inquiry,Portfolios (Background Materials),Holistic Approach,Teacher Role,Models,Best Practices

Competency-based programs have gained prominence in recent years for two primary reasons. First, more students are seeking ways to apply nonclassroom learning experiences toward a degree. Second, a paradigm shift in higher education encourages postsecondary curriculum developers to accept nonclassroom experiences as demonstrations of skills and competencies and to adapt curriculum to include these experiences. Educators must realize that the traditional classroom learning necessary to earn credits toward graduation must also apply to life outside academe and must reflect student experiences. Like educators in the classroom, advisors must respond to this change in perspective through inquiry-based practices and democratic relationships with students.
First-Year Community College Students' Perceptions of and Attitudes toward Intrusive Academic Advising
Author: Donaldson, Paul
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,Two Year College Students,Qualitative Research,Academic Advising,Community Colleges,Correlation,Academic Achievement,Case Studies,Interviews,Student Attitudes,Educational Planning,Help Seeking

For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed the benefits, limitations, and contributions to success of intrusive advising. This study addresses a notable gap in the extant literature, as few researchers have published empirical examinations on the impact of intrusive academic advising within the community college context. The findings can be used to improve the delivery of academic advising and student support services at community colleges.
Advising Doctoral Students in Education Programs
Author: Craft, Christy Moran
Date: 2016-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Faculty Advisers,Academic Advising,Academic Persistence,Content Analysis,Data Collection,Universities,Mentors,Higher Education,College Faculty,Data Analysis,Grounded Theory,Mixed Methods Research,Education Majors,Schools of Education,Student Attrition

Because almost one half of students enrolled in American doctoral programs do not complete their degrees, the factors that lead to doctoral student attrition need to be identified. Research suggests that the nature of the advisor-advisee relationship contributes to the persistence levels of doctoral students. In this study, we conducted a content analysis of institutional documents related to advising in two types of doctoral programs in education. Using data collected from a purposeful sample from universities, we analyzed policies, procedures, and expectations related to doctoral student advising. The findings lead to important implications for clarifying roles of advisors and expectations for graduate student advising.
Studying Innovation Technologies in Modern Education
Author: Stukalenko, Nina M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Advancement,Technology Integration,Educational Innovation,Questionnaires,Interviews,Statistical Analysis,Qualitative Research

In modern society, innovation technologies expand to almost every field of human activity, including such wide field as education. Due to integrating innovation technologies into the educational process practice, this phenomenon gained special significance within improvement and modernization of the established educational system. Currently, the problem of active integration and wide application of innovation technologies in education is highly significant. Present study explores innovation technologies of learning in the modern education. [This is a corrected version of the article that originally appeared in vol. 11 no. 14 6612-6617. Owing to the publisher's error the pages and citations were not shown as they should.]
Ties That Bind: Academic Advisors as Agents of Student Relationship Management
Author: Vianden, Jörg
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Advising,Faculty Advisers,College Students,Student Attitudes,Student School Relationship,Interpersonal Relationship,Critical Incidents Method,Qualitative Research,Participant Satisfaction,Student Surveys,Social Capital,Academic Persistence,Sense of Community

To affect college retention, academic advisors should act as agents of student relationship management by strengthening the connection between students and their institutions. Satisfaction and dissatisfaction with academic advising as perceived by 29 college students at 3 midwestern comprehensive institutions are described. Discussion is framed in the context of student relationship management theory and the critical incident technique. Recommendations for academic advising practice are offered.
The Debate Begins: The Rise of Alternate Perspectives in Academic Advising Theory
Author: Burton, Shannon Lynn
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Advising,Educational Theories,Educational History,Educational Philosophy,Organizational Theories,Reflection,Professional Associations,Institutional Mission,Institutional Characteristics,Higher Education

With the addition of history to the title of the Theory, Philosophy, and History of Advising Commission of NACADA: The Global Community for Academic Advising, the time has come to reflect on this growing commission as a means to track and record the growth and development of the theoretical debates and questions regarding the field of academic advising. Therefore, I present the rise of the Theory, Philosophy, and History Commission through the lens of two founding members: Marc Lowenstein and Peter Hagen. I also provide insight into the trajectory of dialogue reflected in conference presentations, publications, and primary source documents from NACADA and others.
Growing the Next Generation: A Program Encourages Students of Color to Become Teachers
Author: Perkins, Bettye
Date: 2016-00-00
Type: Journal Articles
Subjects: Minority Group Students,Diversity (Faculty),Minority Group Teachers,African American Students,Males,Teacher Shortage,Teacher Persistence,Teacher Recruitment,Role Models,Teaching (Occupation),Program Effectiveness,Mentors,Teacher Selection,High School Students,Partnerships in Education,College Students,Program Implementation,Teacher Integration

In a country with an increasing population of nonwhite students, there are far too few teachers of color. The numbers are particularly distressing when it comes to finding male teachers of color, who are essential role models for black boys. As a result, black and Latino children sitting in classrooms with white teachers, day after day and year after year, can not help but get the message: teaching, and the educational attainment and authority it reflects, is not for people like them. More than 20 years ago, the lack of diversity in the teaching force prompted the author to start Today's Students Tomorrow's Teachers (TSTT), an organization that taps diverse and economically challenged students to consider teaching as a profession. This article describes the beginning and development of the TSTT program. To find future teachers of color, TSTT relies on teachers and guidance counselors who know their students best and, as a result, are TSTT's primary recruiters. The program then helps to nurture and mentor these students every step of the way, from high school through college. There are no shortcuts; this work requires extensive amounts of time and effort, but the payoff is great.
The Effect of School Supervisors Competence and School Principals Competence on Work Motivation and Performance of Junior High School Teachers in Maros Regency, Indonesia
Author: Arman
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competence,Administrator Effectiveness,Principals,Teacher Competencies,Surveys,Statistical Analysis,Predictor Variables,Achievement,Instructional Leadership,Leadership Qualities,Administrator Role,Evaluation,Administrator Characteristics,Teacher Motivation,Junior High Schools,High Schools

This study aims at analyzing the effect of the competence of school supervisors and school principals on work motivation and performance of Junior High School teachers in Maros Regency. This research was a quantitative research by using survey approach. This approach was used because it is adjusted to the nature and assumptions of the study in accordance with the research problem. This study used a fairly large population because it involved all teachers of Junior High School in Maros regency totaling 734 teachers. The results show that the competence of school principals is predicted through five indicators. The first is the dimension of learning and achievement. The second is instructional leadership. The third is the management of the learning environment. The fourth is the responsibility of learning and assessment. The fifth is a social personality. The dimension of instructional leadership contributes greatly to the competence of principals and supervisors. In general, the competence of school principals, the competence of school supervisor, teachers' work motivation, and teachers' performance are in the middle category. However, special attention is required to improve the social personality as well as research and development of the school supervisors. The research found that the competence of the school principals positively affects the teachers' work motivation. The principal' competence positively affects the teacher performance. The competence of the school supervisors positively affects the teachers' work motivation. In addition, the competence of the school supervisors positively affects the teachers' performance in Junior High Schools in Maros.