ethanporcaro/eric-fulltext-meta huggingface dataset:
Measurement of Infants' Behaviors with Electronic Music Toys
Author: Merkow, Carla H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Infant Behavior,Music,Toys,Measurement,Observation,Infants

Compared to previous generations, young children today hear music that differs not only in its content but also in its source of production, mode of transmission, and integration with other activities or social contexts (Young, 2009). In fact, Young (2009) argues that digital technologies allow the home, as opposed to community sites, to be the primary place for many families' music participation. Commercial music products for infants put recorded melodies literally within in a baby's reach, with the potential for repeated experiences with certain music. These products offer varying durations, textures, and timbres of music in a manipulatable &quot;interactive&quot; medium that often integrates sound with tactile, visual, and graphic stimuli. The prevalence of such products suggests an important area of research for many disciplines, including music education. How do these button-activated melodies impact early musical development? How can we measure infants' interaction with electronic music toys? To begin exploring infants' interaction with digital music products, the author undertook a project to observe videos of infants playing with such a toy. The issue of measurement--what to measure and how--was important to address before pursuing further research. What behaviors can be observed during children's interactions with electronic music toys? What patterns emerge as salient or meaningful during infants' play? The measurement tool outlined in this paper serves as a starting point for broadening our perspectives on the rich and complex musical environments of infants today. [Paper presented at the Annual Meeting of the Texas Music Educators Association (San Antonio, TX, Feb 2013).]
Educator Access and Application of Music Research
Author: Paney, Andrew S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Access to Information,Music Education,Educational Research,Music Teachers,Teacher Attitudes,Teacher Surveys,Online Surveys,Periodicals

One role of music education research is to &quot;enhance knowledge regarding the teaching and learning of music,&quot; however, despite the fact that music education research is published several times each year in multiple journals, a communication gap between music researchers and music teachers continues to exist. Three suggested reasons teachers have little involvement in research are: (1) they lack training in research techniques; (2) many regard research as an &quot;ivory tower activity, one best appreciated by a small group of &quot;elitist academics&quot;; and (3) research jargon and technical terms can be off-putting to those who are not familiar with them. The present study explored practicing music teachers in Texas and their access to music education research, their impressions regarding research, and ways they believe it could help them more. Four hundred Texas Music Educators Association (TMEA) members were selected at random from the TMEA website to participate in an online survey requesting basic demographic information: level taught, area taught, number of years teaching, the highest degree they had attained, and whether the respondent was enrolled in a graduate program. Respondents were asked how much time they spent per month reading research journals and whether they perceived that their reading informed their teaching. Next, respondents indicated the methods by which they typically sought to improve their teaching (e.g., workshops, journals, courses). Space was provided for respondents to write how they believed music education research could better serve them. Research indicated teachers surveyed in this study do not seem to believe research journals are meeting their objectives. Workshops often give teachers ready-made lessons and strategies they can implement immediately. Teachers search the internet for instant access to resources for their teaching. Teachers read books and magazines that they find interesting or that include topics in which they want to improve. [Paper presented at the Annual Meeting of the Texas Music Educators Association (San Antonio, TX, Feb 2011).]
Impact of Co-Operative Learning Strategies in English
Author: Singaravelu, G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Second Language Instruction,English (Second Language),Grammar,English Language Learners,Peer Influence,Teamwork,Conventional Instruction,Experimental Groups,Control Groups,Pretests Posttests,Program Effectiveness,Secondary School Students,Foreign Countries,Hypothesis Testing

The study illuminates the effectiveness of Co-operative Learning Strategies in learning English Grammar for the learners at secondary level. Cooperative Learning is particularly beneficial for any student learning as a second language. It promotes peer interaction, which helps the development of language and the learning of concepts with content. It is important to assign ELL (English Language Learners) to different teams so that they can benefit from English language role models. ELL learn to express themselves with greater confidence when working in small teams. Jacobs, G. M., &amp; Gallo, P. (1999 February) recommends the co-operative learning in enhancing extensive reading in second-language instruction. Objectives of the study: (i). To diagnose the problems of the learners in learning English Grammar through conventional methods. (ii) To find out the significant difference in achievement mean score between the pre-test of control group and post-test of control group. (iii) To find out the significant difference in achievement mean score between the pre-test of Experimental group and post-test of Experimental group. (iv) To find out the significant difference in achievement mean score between the post-test of controlled group and the second post-test of treatment given controlled group. (v). To find out the impact of Co-operative Learning Strategies in learning English Grammar. Methodology: Rotational group Experimental method was adopted in the study. Participants: Eighty students of studying in standard X from Maruthamalai Higher Secondary school, Vadavalli were selected as sample for the study. Instrumentation: Researcher's self-made achievement test was used as instrumentation for the study. Procedure of the study: The following activities were designed (i). Positive interdependence. (ii). Round-Table. (iii). Face-to-Face interaction. (iv). Write around. (v). Jigsaw Team. (vi). Team pair solo and (vii). Think-Pair Share. Findings: Co-operative Learning Strategies is more effective than traditional methods in learning English Grammar for the learners at secondary level. Educational implications: It can be implemented in other levels and all other the languages learning.
Implementation of School Instructional Improvement and Student Growth in Math: Testing a Multilevel Longitudinal Model
Author: Takanishi, Stacey M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Improvement,Mathematics Achievement,Achievement Gains,Hierarchical Linear Modeling,Longitudinal Studies,Progress Monitoring,Grade 5,Grade 3,Mathematics Tests,Public Schools,Value Added Models,Achievement Tests,Standardized Tests,Elementary School Students,Educational Legislation,Federal Legislation,Regression (Statistics)

NCLB policies in the United States focus schools' efforts on implementing effective instructional processes to improve student outcomes. This study looks more specifically at how schools are perceived to be implementing state required curricula and benchmarks and developing teaching and learning processes that support the teaching of state standards and influence student learning. This longitudinal, multilevel study focuses on how the implementation of standards-based learning and monitoring of student progress affects students' likelihood to attain proficiency in math over time. All 5th-grade students enrolled in a western United States public school district who attended the same school in both 3rd- and 5th-grades and had complete 3rd- and 5th-grade test results for mathematics (11,345 students, 79% of all Grade 5 students, in 172 schools). A multilevel value-added model (hierarchical logistic regression) was used to estimate the extent to which school processes influenced math outcomes at single and at multiple points in time. The results of this study identify effective schools and practices and illustrate the relationship between schools' academic organization and students' growth; they show that organizational processes do impact student learning over schools' contextual features. The quality of schools' implementation of the required Standards Based Learning curriculum is strongly related to students' likelihood to be proficient in math. Implications for practice: Build human and social capital by focusing on school process variables for school improvement. Because school leaders have relatively greater control over organizational processes, they can proactively focus on identifying needs, providing staff professional development and follow-up support, and implementing and evaluating changes. Growth models and case studies may provide more information about learner outcomes in math over time.
Brain-Based Education: Its Pedagogical Implications and Research Relevance
Author: Laxman, Kumar
Date: 2010-00-00
Type: Journal Articles
Subjects: Scientific Research,Brain,Neurosciences,Teaching Methods,Learning Strategies,Educational Change

The brain, being the organ of learning, must be understood if classrooms are to be places of meaningful learning. Understanding the brain has the potential to alter the foundation of education, transform traditional classrooms to interactive learning environments and promote better instructional approaches amongst teachers. Brain-based education is the application of strategies based on principles derived from an understanding of the functionalities of the brain. Brain-based education informs an educator on the modalities of the brain to be able to effectively leverage upon a particular instructional strategy that is aligned with the learning conditions. In this paper, the affordances of brain-based education in enhancing educational processes and the research potential of brain-linked education are explored.
Motivation in Technology Education among Novice and Technological Talents
Author: Autio, Ossi
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Student Motivation,Learning Motivation,Novices,Qualitative Research,Case Studies,Talent,Interviews,Academically Gifted,Learner Engagement,Comparative Analysis,Influences,Personality Traits

The purpose of this study was to determine the elements motivating comprehensive school students to study technology education. The research was carried out as a qualitative case study and the material was collected through individual theme interviews. The study group consisted of two different test groups: novice and technological talents. In each test group there were three test participants, each representing a different case of motivation towards technology education. In choosing individuals for the study the main criteria were gender, negative or positive motivation and competence in the field of technology. This study found that the artifact to be made in school and the student's freedom of choice had the most significant effect on motivation in the novice test group. Instead, curiosity and intellectual challenge seemed to be the main elements in technological talents group. Although, we must be careful with final conclusions as the research group was relatively small, we can conclude that there were more signs of intrinsic motivation in technological talents test group and extrinsic motivation was emphasized in the novice group.
A Study of the Relationship between Self Concept and Adjustment of Secondary School Teachers of Aurangabad City
Author: Khan, Suhail Ahmed
Date: 2010-00-00
Type: Journal Articles
Subjects: Self Concept,Secondary School Teachers,Teacher Attitudes,Adjustment (to Environment),High Schools,Foreign Countries,Teacher Surveys,Correlation,Hypothesis Testing

The self-concept is the sum of all your thoughts, feelings and belief about yourself. The self-concept may be positive or negative. This paper focuses on self-concepts of Secondary School Teachers and its relationship with their adjustment. The research was carried out in Aurangabad, Maharashtra on a sample of 50 teachers. Self-concept of teachers was assessed with the help of Personality Differential (PD) scale by Agarwal and the teacher's adjustment was measured with the help of Teacher Adjustment Inventory by Mangal. The result revealed that secondary school teachers have negative self-concept and the level of their adjustment is also poor. The coefficient of correlation between positive self-concept and teacher's adjustment of secondary school teachers of Aurangabad city is negative and negligible.
Church Music as an Education Enterprise: Lessons to Learn
Author: Rohwer, Debbie
Date: 2011-00-00
Type: Journal Articles
Subjects: Churches,Teacher Competencies,Musicians,Summer Programs,Questionnaires,Singing,Student Needs,Student Characteristics,Music Activities,Role,Leadership Responsibility

While much research has addressed the preparation of future public school teachers, more information is needed on the necessary skills for church music settings. Because little research has been completed on church music as an educational enterprise, there is a need for an investigation of church music participants' perceptions of instructional needs in church settings. The purpose of this study was to describe the perceived learning needs of a group of church musicians attending a musical, religion-based summer camp. A questionnaire was completed by 62 church choir musicians at a 5-day national summer music camp with a Methodist affiliation. The items on the questionnaire were 5 open-ended items asking about the participants' perceived instructional needs in church choir setting and 4 demographic questions. Results presented included: (1) the need for directors to be organized and dedicated instructors who can be strong recruiters; (2) the need for the various members of the church leadership (staff, pastor, volunteers) to work together to plan cohesive church services; and (3) the job of a church director necessitated both a music education focus where music-related pedagogical aspects are practiced, as well as a ministry focus where liturgical aspects are addressed. [Paper presented at the Annual Meeting of the Texas Music Educators Association (San Antonio, TX, Feb 2011).]
Gender &amp; Economic Status Matter in Mental Health of Adolescents?
Author: Sharma, Namita
Date: 2011-00-00
Type: Journal Articles
Subjects: Mental Disorders,Adolescents,Gender Differences,Socioeconomic Status,Mental Health,Secondary School Students,Emotional Development,Adjustment (to Environment),Student Behavior,Personal Autonomy,Psychological Patterns,Self Concept,Intelligence,Foreign Countries,Hypothesis Testing,Questionnaires

Mental health is the ability to adjust oneself satisfactorily to the various strains of life. Mental health and Education are closely related to each other. Sound mental is prerequisite for the learner. In this era of severe competition to excel or to be on the top is pressurizing today's adolescents to the utmost. Besides a number of factors like home and school environment, biological and psychological determinants, economic conditions of the family and many more are influencing the mental health status of the students. A mentally healthy person faces the day to day life problems squarely and boldly. Here an effort has been made to study the influence of gender and economic status on the mental health status of high school students. For this Multi Stage random sampling technique was adopted. 600 students were drawn randomly from 10 randomly selected secondary level schools of 2 districts (i.e. Bareilly and Pilibhit) of Rohilkhand region (India). A standardized test was used--Mental Healthy Battery (Arun Kumar Singh and Alpna Sen Gupta). This Battery included six dimensions i.e.emotional stability, overall adjustment, autonomy, security-insecurity, self concept and intelligence. This survey research leads us to a conclusion that male and higher income group students had better mental health than their counterparts
Metacognition through Technology and Teaching
Author: George, Annamma
Date: 2011-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Academic Achievement,Web Based Instruction,Teaching Methods,Influence of Technology,Reciprocal Teaching,Journal Writing

Effective learning merely does not imply manipulation of information, which is integrated into an existing knowledge base, but rather, directing attention to what one has assimilated, understanding relationship between new information and what is already known, understanding the process which facilitated this and being aware that something new has actually been learnt. This article deals with the influence of technology in the development of Meta cognition in learners. At the beginning of any learning activity, students need to list their Pre-requisite knowledge and the knowledge to be constructed. As they delve into their investigation, they will verify, clarify and expand or replace their pre-requisite knowledge with more accurate information. Meta cognition significantly contributes to academic performance and the content may be taught through educational procedures that include provision of Meta cognitive knowledge and facilitate Meta cognitive experiences. This article will help to understand how both Meta cognition and web based instruction play a major role in the new generation instruction strategy.
A Study of Distress, Wellness and Organisational Role Stress among MBA Professionals
Author: Kumar, Rajender
Date: 2011-00-00
Type: Journal Articles
Subjects: Business Administration Education,Masters Programs,Stress Variables,Wellness,Institutional Role,Gender Differences,Age Differences,Questionnaires,Graduate Surveys,Rating Scales,Industrial Psychology,Predictor Variables,Correlation,Professional Personnel,Employee Attitudes,Foreign Countries

The purpose of this research was to study Distress, Wellness and Organisational role stress of MBA professionals in the area of various companies and industries of Haryana. The effect of sex and age on the above variables were examined. Total 101 professionals (60 men and 41 women) were administered for the study. General Health Questionnaire-28 by Goldberg and Hiller, PGI-Well being Scale by Verma, Dubey and Gupta, Organisational Role Stress Scale (ORS-Scale) by Pareek were the tools used. Results of the study reveal that women experienced greater wellness and older personnel experienced more stress among MBA professionals in Haryana.
The Interface of Interim Assessment and Feedback: An Opinion Paper
Author: Nodoushan, Mohammad Ali Salmani
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Formative Evaluation,Teacher Made Tests,Learning Processes,Error Correction,Motivation

Many schools and educators prefer to use state tests. However, teachers can benefit a lot from the tests and quizzes they give in their classes over the course of a term or year. The minimum such tests can do is to afford information that teachers can use to assess how their class is learning and which changes in instruction need to be made to assure maximum outcome. This is a diagnostic quality that teacher-made tests possess, a quality that can technically be termed formative assessment which can be contrasted with summative assessment or making judgments about class achievement. This paper elaborates on the advantages of formative assessment and gives some examples to support teachers' use of it.
The Effects of High Stakes Testing on Teachers in NJ
Author: Bulgar, Sylvia
Date: 2012-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Standardized Tests,Conflict,Mathematics Instruction,Inquiry,Active Learning,Discovery Learning,Problem Solving,Suburban Schools,Parochial Schools,Computation,Mathematics Skills,Middle School Teachers,Middle School Students,Urban Schools,Grade 6

A great number of teachers in the United States have found themselves wrestling with an internal conflict between their teaching beliefs and a need to revert back to traditional modes of teaching in order to have their students demonstrate proficiency on high-stakes tests. While they want to include more non-traditional methods in their repertoire of teaching strategies, they fear that in implementing these methodologies their students will not be prepared for success on standardized testing. This paper examines why teachers experience this conflict, even when they have a commitment to non-traditional teaching strategies. Additionally, the data that is presented will demonstrate that students can and do develop computational skill, a necessity for achievement on standardized tests, in a learning environment that fosters inquiry, discovery and problem-solving.
The Parenting Challenge: Selecting Technology and Non-Technology Interventions for Children with Autism Spectrum Disorders
Author: Ennis-Cole, Demetria
Date: 2012-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Child Rearing,Parent Attitudes,Technology Integration,Computer Mediated Communication,Assistive Technology,Computer Assisted Instruction,Surveys,Intervention,Family Needs,Parent Background,Educational Attainment,Stress Variables

Autism is a Spectrum of Disorders (ASD) that affects 1 in 88 children. The issues and decisions parents face are almost insurmountable depending on the child's diagnosis, available interventions, the knowledge of parents, proximity to professionals and interventions, financial resources, and the individual needs of the child. There is no cure for ASD; it persists over an individual's lifetime. As a result, the role of parents is expanded and direct caregiving, decision-making, and supervision continue into the child's adult years. Parents find themselves involved in advocacy, education, intervention planning, and technology selection and use. Most parents actively seek interventions to help their children with ASD gain functional, behavioral, social, and academic skills. Without supportive parents or caregivers, many children with ASD are unable to function independently, and the quality of their lives is greatly diminished. This article describes technology uses in ASD and parental concerns. Findings from this descriptive study reveal the technologies parents are using, the needs and issues of families, and demographic data. Participating families were recruited from online discussion groups and through the assistance of the Interactive Autism Network (IAN) Project at the Kennedy Krieger Institute, Baltimore, Maryland.
Learning to Watch Cinema in the Classroom: Production and Investigation for the Teaching of Cinematographic Language
Author: Goncalves, Ana Luisa
Date: 2011-00-00
Type: Journal Articles
Subjects: Film Study,Foreign Countries,Elementary School Students,Language,Grade 4,Grade 6,Reflection,Critical Thinking,Elementary School Curriculum,Student Attitudes,Knowledge Level,Program Effectiveness

This article synthesises an investigation of the making of a didactic programme as a consequence of the excess of consumption of audiovisual messages and the non critical and non-thoughtful attitude the youngsters have towards it. As an answer to this problem, the authors have produced a didactical programme about cinema and its language, the main purpose of which is to verify how knowledge, habits and attitudes of children may be modified if we plan, in the classroom, a way to deal with critical thinking, contents and cinematographic language.