ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflective Practice in Teacher Education Programs at a HBCU
Author: Lupinski, Kirsten
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Values,Teacher Education Programs,Educational Change,Best Practices,Reflective Teaching,Teacher Education,Higher Education,Black Colleges,Reflection,Transformational Leadership,Academic Achievement

One of the major outcomes of the educational reform movement in the United States during the past decade has been the increased focus on the professional preparation of educators (Darling-Hammond, 1997). According to Sanders and Rivers, numerous studies indicate that educators make a significant difference in their students' education (1996). In response to the incessant calls to improve and assure educator quality, the education programs at Albany State University adopted a conceptual framework that integrates state, national, and professional standards into its education preparation programs. As such a standards-based preparation approach was developed to empower future professional educators who graduate from Albany State University. The conceptual framework at Albany State University consists of multiple forms of knowledge, drawn from many disciplines and sources, including research, best practices, historical and cultural perspectives, the learning community of education practitioners and professional and community values. One tenet of the conceptual framework is the goal of a reflective transformative practitioner. This principle is based on the assumption that the knowledge that supports its program is dynamic and continues to evolve as inquiry and research about teaching and learning are established. In order to become a reflective transformative practitioner, one must first understand what a reflective practitioner is and what transformation means. A transformative leader engages in reflection and action. Therefore in order for an educator to become a transformative leader, they must first learn the important skill of reflection. The next section of this article will describe the concept of reflection and the concept of transformation independently. These independent definitions will provide a foundation for the combination of the two concepts that are used in the teacher preparation program at Albany State University.
Impact of Demographic Variables on African-American Student Athletes' Academic Performance
Author: Reynolds, Lacey
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Grade Point Average,Physical Activities,Athletes,Scholarships,Team Sports,Family Structure,Campuses,Predictor Variables,College Athletics,Gender Issues,African American Students,Higher Education,Minority Group Students,Minority Groups,Graduation Rate,Colleges,Universities,Black Colleges,Intercollegiate Cooperation,Socioeconomic Status

Since the passage of Proposition 48 (NCAA, 1984), African-American student-athletes entering National Collegiate Athletic Association (NCAA) major colleges and universities have meet new challenges in their future as student-athletes. This major change altered the landscape of the future of college athletics particularly for students of color. Proposition 48 mandates minimum scores from the ACT (17), SAT (700), and a 2.0 high school grade point average (GPA). The NCAA believes that by putting a criterion on student-athletes, it will improve the graduation success rate and it will allow colleges and universities to be more selective of the students they admit through their doors on athletic scholarships. There are other factors that affect the academic achievement of student-athletes at the college level. For example, the demographic variables of gender, family structure, and socioeconomic status have a significant impact on the academic performance of African-American student athletes. These variables have accounted for some successes and failures of student-athletes. The purpose of this study was to predict the relationship between the independent variable (the demographic variables) which consist of family structure, socioeconomic status, and gender toward athletics and the dependent variable (academic performance) as measured by the Cognitive Grade Point Averages (CGPA) of student athletes in selected NCAA Division I basketball programs from universities in Alabama, Arkansas, Louisiana, Mississippi, and Texas. The variables of family structure, socioeconomic status, and gender were found to have a linear relationship with the academic performance of basketball players on college campuses. Particularly, the variables gender and socioeconomic status were positively related to the academic performance among basketball players. (Contains 2 tables and 1 figure.)
Direct Instruction and Music Literacy: One Approach to Augmenting the Diminishing?
Author: Lowe, Geoffrey
Date: 2012-00-00
Type: Journal Articles
Subjects: Intervention,Secondary School Students,Literacy,Music Education,Music,Control Groups,Direct Instruction,Music Teachers,Foreign Countries,Basic Skills,Pretests Posttests,Feedback (Response),Test Results

One of the many challenges facing music educators is diminishing class time in lower secondary school in the face of the increasingly crowded curriculum and the advent of arts &quot;taster&quot; courses. However, music educators are still expected to be able to produce musically literate students capable of completing high level music courses in upper secondary school. This article reports on an intervention study which set out to accelerate music literacy acquisition among Year 7 students through use of a Direct Instruction (DI) teaching approach. Although controversial, Direct Instruction was chosen because its advocates claim its effectiveness and time efficiency in teaching basic skills. The study involved the development of a carefully scripted 10 minute per lesson DI music literacy program which was then implemented in a control group research setting. Two classes of Year 7 students (40 students) were taught music literacy via the DI program, while two separate Year 7 classes (34 students) acted as the control group. The intervention was administered over a trimester of 20 lessons (13 weeks), with levels of student music literacy tested via Gordon's Iowa Tests for Music Literacy at both the pre and post-test stages. The results revealed significant increases in music literacy levels among the DI classes, especially on the measures of rhythmic literacy. Given these results, the researchers recommend further investigation of the potential of DI as an instructional method in music education for better utilising diminishing class teaching time and improving student music literacy levels among lower secondary school students. (Contains 5 tables.)
&quot;You Are My Sunshine My Only Sunshine&quot;: Current Music Activities in Kindergarten Classrooms in Queensland, Australia
Author: Garvis, Susanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Kindergarten,Music,Foreign Countries,Educational Change,Musical Instruments,Early Childhood Education,Music Activities,Young Children,Preschool Teachers,Teacher Role,Literacy,Numeracy,Learning Processes,Music Education

Music in early years classrooms is an important learning area for young children. Young children need access to hear different genres of music, learn a variety of repertoire, engage in composing and play musical instruments. With the changing reform agenda in early childhood education however, little is known about the way music is positioned in the kindergarten classrooms. Little is known if music is still considered an important foundation for children's learning. This study provides a snapshot of music activities in two kindergartens in Queensland, Australia. At each of the case sites, music plays an important role in helping the children learn. Findings reveal that music is seen as a foundation for many of the daily routines and an important element of inquiry based-learning in the classroom. The kindergarten teachers are essential in developing the domain-intrinsic knowledge of the children. Findings show the importance of the teacher in helping children learn music in the early years.
Curriculum Mapping and ePortfolios: Embedding a New Technology in Music Teacher Preparation
Author: Rowley, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Music Education,Music Teachers,Portfolios (Background Materials),Portfolio Assessment,Electronic Publishing,Teacher Education Curriculum,Teacher Attitudes,Concept Mapping,Teaching Skills,Student Evaluation,Foreign Countries,Educational Technology,Program Descriptions

This paper discusses how ePortfolios, initially introduced to students in a Music Education degree program on a trial basis, are subsequently being integrated into subjects of this degree program. Discussion includes staff perspectives, and covers the varying ways ePortfolio components are utilised in a range of subject areas, issues staff encounter in introducing ePortfolios into their subjects, methods to adapt existing assessment assignments into ePortfolio tasks, and ways in which the inclusion of ePortfolio work leads to changes in learning and teaching practices. Challenges of assessing in an ePortfolio environment are explored, and a map of ePortfolios in the final years of the degree program is discussed. The mapping process, whereby ePortfolio work is perceived as transitioning into the content of this degree program, is explained and demonstrated. The paper covers the design of the map that targets the sequential development of students' ePortfolio skills through subjects in the degree program. Mapping assessment tasks for any degree program is ongoing, and researchers in this case rely on student products and formal and informal feedback to continue designing assessment tasks in a meaningful way to engage eLearners in developing ePortfolios for use inside and outside this degree program. The process is not about creating more work for students and staff, or re-inventing existing curricula by removing and adding tasks. It is about evaluating existing assessment tasks in this degree program and modifying them to act viably in an information technology environment to reflect and advance student learning. (Contains 3 tables, 1 figure and 4 footnotes.)
Preparing for Portfolio Careers in Australian Music: Setting a Research Agenda
Author: Bartleet, Brydie-Leigh
Date: 2012-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Vocational Education,Music,Foreign Countries,Musicians,Literature Reviews,Educational Needs,Research Needs,Career Development,Skill Analysis,Music Education,Cultural Capital

In the twenty-first century, Australian musicians increasingly maintain &quot;portfolio&quot; careers, in which they combine diverse employment arrangements and activities. Often, these incorporate industry sectors outside of music. This career pattern is widespread but not well understood, largely because of the limitations of existing research. The lack of knowledge about musicians' work and careers means that Australia currently may not provide appropriate and effective policy, funding, initial training and continuing career support across the diverse music sector. This article discusses existing research relating to the careers and skilling needs of musicians in Australia, and outlines a targeted agenda for further research that has the potential to inform stronger alignment between the requirements of building sustainable music careers and musicians' education and training.
Transformative Music Invention: Interpretive Redesign through Music Dialogue in Classroom Practices
Author: Tomlinson, Michelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Music Education,Elementary Schools,Music,Interaction,Foreign Countries,Young Children,Music Activities,Semiotics,Praxis,Creativity,Learning Processes,Educational Change,Case Studies,Teaching Methods,Musical Instruments

In this thematic case study in a rural primary school, young children of diverse socio-cultural origins use transformative and transmodal redesign in music as they explore new conceptual meanings through self-reflexive interaction in classroom music events. A focus on music dialogue created by interaction between modes is seen to promote inclusiveness and transformation of learning. This praxial approach to music learning in the classroom context uncovers hidden dogma used to justify existing structures in the curriculum. In music education in Australia there is still a common failure to acknowledge that embodied and situated music making found in &quot;everyday life&quot; (De Nora, 2011) is linked to conceptual knowledge of music. In this study, investigating young children's selections of semiotic resources when redesigning meaning in a dialogue of modes enables educators to determine how conceptual knowledge of music is established, extended and expanded through children's developing understanding of the elements of music during redesign. The complexity of young children's use of music imagery and genre and their grasp of music concepts is evident in their interactions in classroom music events. Awareness of the space of music dialogue allows for a deeper insight in children's capacity for music invention. (Contains 2 figures and 3 transcripts.)
A Snapshot: Multicultural Music Teaching in Schools in Victoria, Australia, Portrayed by School Teachers
Author: Nethsinghe, Rohan Nishantha
Date: 2012-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Teaching Methods,Music Education,Music,Foreign Countries,Educational Background,Multicultural Education,Online Surveys,Teacher Attitudes,Performance Factors,Educational Practices,Educational Resources,Feedback (Response),Expertise

Due to the changing demographic factors and as demanded by the governmental policies and regulations, schools in Victoria, Australia, are expected to foster multicultural educational programs that address the diverse needs of students. Research has found that school teachers in Victoria struggle to provide the aspired to multicultural education for pupils, especially in the area of music education. An online survey was conducted to identify the reasons for this and to provide a snapshot of the current situation in Australian schools. This survey found that, as many teachers do not possess appropriate knowledge, resources and educational background, artists in residence are often invited to teach multicultural music in schools as an alternative strategy. The participant teachers identified the involvement of these culture/tradition bearers as the most authentic method to teach world music and their presence in schools as the most accessible resource and more engaging approach for students. This study explores how governmental regulations and policies, including curriculum frameworks that address multiculturalism and multicultural (music) education, effect current practices in Victorian schools. The voices of teachers at the &quot;chalk face&quot; are rarely heard in such discussion and this survey attempted to address this hiatus. (Contains 5 figures and 2 footnotes.)
Teaching Music as a University Elective Course through e-Learning
Author: Adileh, Mu'tasem
Date: 2012-00-00
Type: Journal Articles
Subjects: Prior Learning,Student Attitudes,Teaching Methods,Elective Courses,Electronic Learning,Control Groups,Experimental Groups,Intermode Differences,Conventional Instruction,Pretests Posttests,Achievement Gains,Statistical Significance,Music Education,Foreign Countries

E-learning is currently considered one of the most important mediums for instruction. It is an educational tool that seeks to change our educational system from the traditional to the interactive (Sacchanand, 2008). This study will compare students' course achievement and attitudes toward music learning between two course delivery methods: blended and face-to-face (FTF). A pre-test/post-test control group experimental design model was used. Thus, participants were assigned to either experimental or control groups purposefully in order to achieve group equivalency. The study was conducted during the fall of the 2010-2011 academic year. The participants consisted of 179 university students who were taking a music course as a university elective course at Al-Quds University. The experimental group was taught with the blended mode of instruction, which involved using both FTF and online instruction. The control group was taught with FTF instruction alone. Prior knowledge about music was measured in both groups at the beginning of the study. Students' final course scores and attitude scores toward music learning were evaluated at the end of the study. Data were analyzed using independent sample t-tests. A statistically significant difference was found between the FTF and the blended group. The analysis showed that the blended group was more successful than the traditional FTF group in terms of both course achievement and attitudes toward music learning. (Contains 4 tables.)
Music Teaching and Learning in a Regional Conservatorium, NSW, Australia
Author: Klopper, Christopher
Date: 2012-00-00
Type: Journal Articles
Subjects: Music Education,Curriculum Design,Music,Foreign Countries,Musicians,Data Analysis,Expertise,Research,Parent Participation,Ethnography,Case Studies,Research Methodology,Music Teachers,Teacher Student Relationship,Interviews,Semi Structured Interviews,Participant Observation

This study documents and analyses the environment where music education happens in a regional Conservatorium in New South Wales, Australia. The study aimed to gain insight into the structure, nature and professional practice of a regional conservatorium, and identify innovative pedagogical possibilities. An ethnographic case study was undertaken over one year, with intensity ranging from weeklong immersion schedules to occasional short-term observation of activities. Schwab's (1969) commonplaces of schooling (milieu, subject matter, students and teachers) were applied as a priori themes, providing a scaffold for preliminary classification and exploration of the data. Empirical themes were identified as they emerged through data analysis, and subsequently applied. A dominant finding of the study is the areas of intersection between the commonplaces of schooling: the triangulation of expertise (teacher, performer and musician); a curriculum design that is student centred; mechanisms to enhance the sustainability of a regional Conservatorium; adaptation of pre-established curricula; students need to be prepared for a musical life beyond the Conservatorium; and parental involvement is central for success.
Where Is Music?: A Philosophical Approach Inspired by Steve Dillon
Author: Barton, Georgina
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Music Education,Music,Research Methodology,Teaching (Occupation),Music Teachers,Educational Philosophy,Preservice Teachers,Interviews

For pre-service music teachers it is important to develop a personal philosophy of music education before entering the teaching profession. Having a philosophy to music education enables students to clearly articulate the meaning of music not only in their own lives but also how this might impact on their practice as a teacher. Many philosophies and theories (Elliott, 1995; Reimer, 1970; Swanwick, 1999) as well as particular methods (see Dalcroze, Kodaly and Suzuki for example) have been developed concerning the approaches to the teaching and learning of music. This paper will draw on some of these explorations however its main focus will be on the work of Steve Dillon. It will preface the inquiry by asking Dillon's three framing questions: Where is music in my life? Where is music in the life of a child? and Where is music in the life of a school? (Dillon, 2007). Discourse around these questions will be inspired by Steve's work in schools, universities and music communities. It will also feature interview data with Steve as well as his research publications. We dedicate this paper to him in memory of his passion and commitment to music education generally, but overall compassion and keenness for music and life.
Sharing Ownership in Multicultural Music: A Hands-On Approach in Teacher Education in South Africa
Author: Joseph, Dawn
Date: 2012-00-00
Type: Journal Articles
Subjects: Inclusion,Cultural Pluralism,Teaching Methods,Music Education,Music,Foreign Countries,Ownership,Education Courses,Music Teachers,Experiential Learning,Teacher Education,Interviews,Multicultural Education,Cultural Differences,Teacher Education Programs

South Africa prides itself in a rich and colorful array of the Arts where music plays a significant role in social regeneration, unity and reconciliation. Little research has been undertaken in teacher education courses in South Africa regarding the inclusion of African music within multicultural music practice. Using the theoretical frameworks of understanding multiculturalism, I report on the teaching and learning of multicultural music at Pretoria University. My narrative highlights what I had learned and reports on the interview data with the tertiary music educator in October 2010. Using Interpretative Phenomenological Analysis, two themes are discussed: the need for multicultural music and the inclusion of students as indigenous culture bearers. Lessons learnt at Pretoria University can be replicated elsewhere in Australia where the sharing of ownership in multicultural music as a hands-on approach is viewed positively, promoting understanding and respect in a shared space and place.
&quot;It All Begins with the Beat of a Drum&quot;: Early Australian Encounters with Orff Schulwerk
Author: Southcott, Jane
Date: 2012-00-00
Type: Journal Articles
Subjects: Music Education,Music,Foreign Countries,Musical Instruments,Music Teachers,Singing

The introduction of the influential Orff Schulwerk approach to music education in Australia is generally reported as occurring in the late 1960s. However, this was not the earliest encounters with the pedagogy in Australia. Patricia L. Holmes included Orff materials in teacher inservices in the late 1950s, before she travelled overseas to work with Doreen Hall, Carl Orff and Gunild Keetman. Historical research is lacking in many aspects of music education in Australia and this article attempts to chronicle early efforts and add to our understanding of what has been done in the past and shapes our present practices. (Contains 7 figures.)
Root Tone: A Holistic Approach to Tone Pedagogy of Western Classical Flute
Author: BastaniNezhad, Arya
Date: 2012-00-00
Type: Journal Articles
Subjects: Music Education,Musicians,Participant Observation,Holistic Approach,Music,Musical Instruments,Models,Case Studies,Interviews,Foreign Countries

This article examines how key components of holistic tone production can help flutists form a resonant tone. This is framed in an exploration of tone pedagogy and includes a model of tone evaluation and education. This research is also applicable to other instrumentalists, especially wind players. In this case study information was collected by participant observation and interviews with various musicians. The ideas of expert flute educator Thomas Pinschof have been fundamental to this research, particularly those concerning the various elements of mature tone pedagogy that is acquired through a state of equilibrium and awareness in all physical and non-physical aspects of flute performance. Holistically, the entire process of tone production is a combination of different attributes that contribute to the ultimate goal in tone pedagogy--mastering the art of &quot;letting the tone happen&quot;. (Contains 2 figures and 15 footnotes.)