ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Educational Studies in Japan after World War II: An Analysis of Journals in Its Subfields
Author: Suzuki, Atsushi
Date: 2010-12-00
Type: Information Analyses
Subjects: Foreign Countries,Academic Discourse,Educational Research,Journal Articles,Content Analysis,Educational Methods,Research Methodology,Educational Administration,Bibliometrics

This study is the first attempt to analyze the articles in several journals, in order to disclose the development of academic educational studies in Japan. In this paper, my examination was not limited to one journal, but covered six education journals listed below and all their issues until 2005. I chose, from a methodological viewpoint, four journals that have been most important for the philosophical, historical, sociological and comparative research on education and, from thematic viewpoints, two celebrated Japanese journals for the study of educational method and that of educational administration. The development of educational studies shown in the articles of the journals reviewed was diverse and complex. On the one hand, the home institutions of the authors were not only traditional research universities, but also other types of universities. On the other hand, the former institutions are still the center of training for (graduate) students who make up the largest number of authors of the articles today. The analyzed six journals had such heterogeneous character as to have oriented themselves to different areas (theory, school, society [public]) to a varied extent. The articles targeted several historical periods and countries/areas and their distribution of these factors was relatively balanced. Although the studies were based, methodologically, primarily on the analysis of certain kinds of text, in other words on the philosophical method, the object of the studies was mostly not the ideas of certain persons. The articles referred, topically, to a certain philosopher or education researcher/theorist less often than to secondary/higher education. Furthermore, the research methods, objects and topics of the articles in one journal were far from homogeneous. (Contains 11 figures, 15 tables, and 3 notes.)
Education as Transcultural Education: A Global Challenge
Author: Wulf, Christoph
Date: 2010-12-00
Type: Journal Articles
Subjects: Social Justice,Multicultural Education,Nationalism,Global Approach,Cultural Pluralism,Educational Change,Foreign Countries,Teaching Methods,Cultural Awareness,Peace,Learning Processes

In all European countries, education has been related to nation building. It has contributed to the building of national identity, national consciousness and the development of a nation state. Since the Second World War and above all since the fall of the Berlin Wall, education in the European Union has also included a consideration of European and cultural diversity. Culture does not designate a self-contained, uniquely definable ensemble of practices, values, symbolizations and imaginations. The borders between cultures are dynamic and change according to context. Globalization must be understood as a process in which two global developmental tendencies that define the present are advancing reciprocally in a manner that is not without conflict. One tendency is toward universal standardization of the world; the other tendency is toward provision of room for cultural diversity in the process. Both tendencies also create new forms of globalization. The mission of transcultural education is contact with the other and with alterity in a manner that is free of violence. Within the scope of transcultural education, the terms differentiation, transformation and hybrid formation play a central role in dealing with the foreign, the other and alterity. These terms are interrelated. Their interconnectedness is obvious. In education from an transcultural point of view, it is important to make use of these three concepts for the analysis of cultural phenomena and relations. Transcultural learning, which is oriented toward a better understanding of the other and toward a reduction in violence toward other people and future generations, will also have to develop innovative forms of learning. In a radical perspective, a transcultural education for sustainability oriented toward peace and social justice leads to a far-reaching reform of the educational system. In conjunction with the realization of a complex multimodal learning process, four perspectives play an important role: mimetic learning, performativity of learning, inquiry learning, and rituals of learning and communication.
Does Government Subsidy Guide Private Universities towards Favorable Directions?: A Preliminary Analysis on Financial Data of Private Universities
Author: Li, Jianmin
Date: 2010-12-00
Type: Journal Articles
Subjects: Private Colleges,Foreign Countries,Educational Finance,Grants,Influences,Government School Relationship,Institutional Autonomy,College Administration,Student Costs

With the decreasing college-aged population and the transforming policy environment in Japan, private universities are confronted with management crises, such as bankruptcy, mergers, etc. As the second largest source of funding, government subsidies for private universities is considered to have contributed to enhancing educational conditions and the soundness of financial management in the first two decades since its establishment but has a tenuous effect on the alleviation of students' economic burden. In this paper a statistical method is employed with the presupposition that private universities as a kind of organization rely on their external resources to make decisions. During the analysis, we have focused on the influence of government subsidies, with suppositions that there exist differences in government subsidy ratio among different types of private universities, and that in certain aspects government subsidy hinders private universities from achieving independence, and that the ratio increase of government subsidies should be favorable for alleviating students' economic burden. Through the analysis of financial data collected, we found that government subsidies did not show positive effects on promoting independence, and that its influence on alleviating students' economic burden proves to be complicated as correlation coefficients of government subsidy ratio and tuition &amp; fees per capita, and No.3 Capital Fund which is considered to be prepared for research and scholarship, are negative. Such results show that regulations accompanied with subsidies are constrictive to private universities to some degree. However, besides the financial status, there are several other factors to consider when discussing management behavior of individual private universities, such as the higher education market, policy issues, and internal governance. In brief, government subsidies have complicated influences on private universities and such complication reflects these uncertainties. (Contains 12 notes and 7 tables.)
Expressing Emotions in Teaching: Inducement, Suppression, and Disclosure as Caring Profession
Author: Kimura, Yuu
Date: 2010-12-00
Type: Journal Articles
Subjects: Secondary School Teachers,Emotional Experience,Emotional Response,Teacher Student Relationship,Psychological Patterns,Self Control,Self Disclosure (Individuals),Professional Autonomy,Japanese,Teaching Styles,Context Effect,Adjustment (to Environment)

Is teaching emotional labor? Are teachers selling their own emotions in exchange for money? To examine these questions, this paper examines teachers' emotion expression in teaching. Most previous studies have assessed teachers' emotional experience using interviews, and have reported that because teachers manage their own emotions, teaching is emotional labor. However, these studies have not examined teachers' emotion expression mediated by their interaction with students. This paper uses multiple methods, combining observations of and interviews with three secondary school teachers, and introduces the concept of emotion management and self-disclosure. Teachers induced enjoyment and spontaneously expressed it to help students concentrate on learning. Whereas, when students showed teachers their interest in learning, participated positively in the class and increased their understanding toward learning content, teachers expressed positive emotions such as joy and wonder. The teachers' negative emotions were drawn out by students' speech and behaviors that showed passivity and an impolite attitude. Teachers tended to express negative emotions to control students and help them concentrate on learning. However, before teachers expressed strong negative emotions such as anger, they tried to express irritation in a controlled way, and suppressed their anger as much as possible. Teachers indicated that frank expressions of emotions formed caring relationships with students based on reciprocal emotional understanding. Results indicated that teachers consciously and unconsciously expressed negative emotions based on their caring professional identity and personal beliefs and values. Therefore, teachers appear to disclose their genuine emotions according to the context or situation. Overall, teachers did not manage their emotions or alter their values based on the school's request; they induced, suppressed, and disclosed their own emotions based on their professional autonomy and personal beliefs. Teachers' emotional practice can thus be considered an autonomous, discretionary, and professional activity of caring rather than emotional labor. (Contains 7 tables and 3 notes.)
Structural Changes in the Higher Education System in Japan--Reflections on the Comparative Study of Higher Education Using the Theory of Martin Trow
Author: Amano, Ikuo
Date: 2010-12-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Comparative Education,Educational Change,Generalization,Case Studies,Validity,Educational Theories

Higher education systems are now in a global state of flux. Japan is no exception. The most persuasive framework for analyzing the basic structure and direction of change is the structural-historical theory of the American sociologist Martin Trow. This is a generalization of his &quot;elite to mass to universal&quot; based on first American and then European experience. The purpose of this paper is to use the Japanese experience as a case study for testing the validity of Trow's formulations as comparative higher education theory. In comparing the Japanese case with that of Europe and the United States, this paper validates in principal the appropriateness of the basic theory of transition put forward by Trow. At the same time, doubts are raised on the issue of whether it is possible to postulate a single path for the transition &quot;elite to mass to universal.&quot;
Young Children and Music: Adults Constructing Meaning through a Performance for Children
Author: Nyland, Berenice
Date: 2010-00-00
Type: Journal Articles
Subjects: Music Education,Preschool Education,Singing,Preschool Teachers,Performance,Music Activities,Music Teachers,Teacher Role,Foreign Countries

The research described in this paper was carried out in an Australian early learning centre providing pre-school programs for children aged three years to six. The centre has specialist programs embedded and one of these is a music program led by a musician. A recent project, consisting of a staff singing group, was aimed at integrating the specialist music program with music initiatives occurring in the separate classrooms within the centre. The study culminated in a staff performance for the children. Participant observation was the main method of data collection for this qualitative study and observations were recorded as field notes, photographs, interviews and recordings of music practice sessions. The singing group, formed by the staff, was viewed as a collaborative activity and in this paper, the performance, which became a focus of the singing group project, has been used to interpret the shared musical experiences of the staff and the children.
A Music Collaboration with Early Childhood Teachers
Author: Bainger, Lucy
Date: 2010-00-00
Type: Journal Articles
Subjects: Music,Early Childhood Education,Young Children,Teacher Collaboration,Researchers,Music Education,Preschool Teachers,Specialists,Music Teachers,Faculty Development,Self Efficacy,Phenomenology,Teacher Attitudes,Mentors,Case Studies

It has long been known that generalist primary and early childhood teachers struggle with teaching music, due to a lack confidence and skills. This paper discusses some early findings of a phenomenological study which follows a twelve-month collaboration between a music specialist (the researcher) and a small group of early childhood educators in different pre-school settings. The multiple case study looks at this particular model of professional development through the eyes of the participant teachers, analysing their perceptions to identify how their general lack of music skills and confidence can be most effectively addressed. Through the data collected from the participants it can be shown that the general lack of confidence needs to be understood as a group of specific issues, referred to by the researcher as the "group of confidence". The different issues that make up this group of confidences can be successfully addressed through a mentoring collaboration that offers long term and consistent practical and moral support. In addition, the implications of the collaboration on both the participants and the researcher have become an important aspect of the study.
Middle Years Teachers' Past Experiences of the Arts: Implications for Teacher Education
Author: Garvis, Susie
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Education,Teacher Effectiveness,Self Efficacy,Educational Experience,Beginning Teachers,Preservice Teacher Education,Intermediate Grades,Foreign Countries

In the middle years of schooling, spanning grades four to nine, it is common practice for generalist teachers to deliver integrated arts education. Research confirms that teacher effectiveness with the arts is influenced by their sense of efficacy, which is derived from a coalition of factors including confidence, competence, subject mastery and past experience. This paper investigates one of the factors contributing to teacher self efficacy--their past experience of arts education, at six key life stages, culminating in their current experience as an arts educator. Two hundred and one beginning teachers in the middle years completed a questionnaire with open-ended questions designed to investigate past experiences as one of the factors contributing to teacher self-efficacy. Teachers were located in Queensland, Australia. Responses were analysed and categorised with a positive or negative valence. The results reveal that the cohort of respondents reported profoundly divergent past experiences with the arts over the life stages selected, ranging from a predominance of positive valence experiences during childhood, to predominantly negative valence experiences during pre-service teacher education and in the early months of teaching. The relationship between past experiences and the formation of teacher efficacy beliefs is outlined, and implications for teacher education shared. (Contains 1 figure.)
In Their Voice: Lower Secondary School Students' Beliefs about Playing Musical Instruments, and the Impact of the Instrument Lesson upon Those Beliefs
Author: Lowe, Geoffrey
Date: 2010-00-00
Type: Journal Articles
Subjects: Elective Courses,Student Attitudes,Focus Groups,Musical Instruments,Interviews,Teaching Methods,Secondary School Students,Foreign Countries,Role,Student Motivation,Self Concept

Many young West Australians learn musical instruments through school based elective programs. However, many students drop out from these programs, particularly in lower secondary school. This paper reports on a study I conducted into the motives of 48 lower secondary school students for playing a musical instrument, and the role of the instrument lesson in influencing student decisions to continue learning. Students in their first year in secondary school in WA (Year 8) were chosen, because the first year of secondary school has been identified as a time when student motivation towards elective activities in general decline. Focus group interviews revealed that while Year 8 students generally enjoyed playing an instrument and described playing as important to affirming notions of self, their competence beliefs were fragile. Importantly, students also indicated that the instrument lesson did impact their competence beliefs, and that competence beliefs can, in turn, impact student decisions to continue learning. After discussing the implications of the findings, I conclude the paper with a series of recommendations for teaching practice, designed to target the competence beliefs of lower secondary students.
The Perilous Path from Proposal to Practice: A Qualitative Program Evaluation of a Regional Music Program
Author: Grimmett, Helen
Date: 2010-00-00
Type: Journal Articles
Subjects: Program Design,Rural Schools,Music Education,Music,Program Evaluation,Program Effectiveness,Music Teachers,Teaching Methods,Qualitative Research,Musical Instruments,Foreign Countries,Access to Education,Educational Quality,Program Implementation,Elementary Education

The current paper retrospectively evaluates the efficacy of implementing a large-scale music education program into a regional cluster of Victorian primary schools. The program's primary aim was to increase access and quality of music education for students in these rural schools. The methods utilized to evaluate the program and the discrepancies between intended and implemented program are first described. Thematic analyses from qualitative data from principals, music teachers, parents and students are then reported, revealing that while increased access to music education was indeed achieved, the quality of the program and its impact in schools was not as high as intended. An impact evaluation of the program revealed that the recipient needs and resources were not sufficiently incorporated into the program's goals, and as a result, the program design may not have been the best ft for this community. A set of recommendations for implementing future music education programs is provided, with an emphasis on optimizing sustainability in regional areas. (Contains 2 tables.)
Experiences and Understandings: Student Teachers' Beliefs about Multicultural Practice in Music Education
Author: Joseph, Dawn
Date: 2010-00-00
Type: Journal Articles
Subjects: National Curriculum,Student Teachers,Music Education,Music,Interviews,Cultural Pluralism,Foreign Countries,Music Teachers,Student Teacher Attitudes,Demography,Cultural Awareness,National Standards,Art Education,Social Influences,Aesthetics,Teaching Methods,Phenomenology

In this time of national curriculum re-thinking, tertiary institutions are positioned to create opportunities amongst pre-service teachers for the cultivation of knowledge, skills and understandings concerning cultural diversity in music education. The demographic profile of the State of Victoria is the most culturally diverse in Australia and the curriculum framework for schools, Victorian Essential Learning Standards (VELS), mandates multiculturalism as an integral part of the education. The Arts domain offers a range of suggestions as to how school students might develop an awareness of aesthetic and critical aspects of arts works from varied cultural, social, and historical contexts. In preparing pre-service teachers to embrace these ideas and understandings, tertiary educators continue to face a mismatch between curricular expectations and the realities of the school music classroom. In 2005 we began a research project that sought to explore fourth year pre-service music education students' understandings about curriculum constraints and classroom practices in music education. This article focuses on the data collected in 2008 and 2009 from students from Deakin and Monash Universities. The semi-structured interviews were analyzed using Interpretative Phenomenological Analysis. The findings revealed a disjuncture between VELS and what our students found during their school placements. This study reports on two themes: perceptions of multiculturalism and the teaching and learning of multicultural music in schools. As tertiary music educators, we endeavor to encourage our student teachers to examine their own experiences and understandings in multicultural music.
A Ten Year Follow-Up Investigation of Preservice Generalist Primary Teachers' Background and Confidence in Teaching Music
Author: Russell-Bowie, Deirdre
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Music Education,Education Courses,Music,Student Attitudes,Followup Studies,Elementary School Teachers,Self Efficacy,Foreign Countries

This paper reports the findings of a study involving 138 NSW preservice generalist teachers and compares them with similar findings from a similar group of students from a previous study. Students' perceptions of their background in formal music education and their confidence in teaching music lessons are analysed. The paper also examines the data to identify if there is a correlation between the students' background and their confidence in music teaching. Results indicated that preservice teachers entering the creative arts unit had little formal music education and lacked confidence in teaching music lessons, however about half of them felt positive about teaching music lessons. These results are compared with current and past research as well as with the findings from the previous study and indicate that students in the previous study had a stronger formal musical background than those in the recent study. Further research suggestions are considered along with suggestions for addressing these challenges in Teacher Education courses. (Contains 3 tables.)
Cassie: A Gifted Musician. Socio-Cultural and Educational Perspectives Related to the Development of Musical Understanding in Gifted Adolescents
Author: Tomlinson, Michelle M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Music Education,Foreign Countries,Gifted,Musicians,Social Values,Specialists,Case Studies,Cultural Context,Qualitative Research,Sociocultural Patterns,Music,Talent Identification,Critical Thinking,Problem Solving,Learning Motivation,Adolescents,Skill Development,Teaching Methods,Interviews,Student Attitudes

This qualitative study focuses on the intrinsic value of musical understanding and how it is influenced by socio-cultural and educational factors shaping the development of a gifted adolescent. Using Gross's (1993) model of case studies of exceptionally gifted children, the student was identified for her innate abilities, and studied using the Maker (1982) model within a context of cultural and social values, support from significant others, and motivation. The complex interplay of these factors have been discussed in a case study by Ho and Chong (2008) where the need for further studies on the development of musical gifts were identified, particularly within a specific cultural context. In this study, the subject demonstrated a deep musical understanding using the skills of critical thinking and problem  solving in performance, and the ability to synthesise musical ideas in analysis tasks. Her socio-cultural environment influenced the development of skills such as written and oral communication, creativity, self-direction, leadership, adaptability, responsibility and global awareness. These skills have been identified in a survey of researchers, curriculum specialists, administrators and teachers in the Harvard Education Letter (Waiser, 2008) as being necessary for the 21st Century. This case study suggests ways in which these skills may be infused within classroom music practices.