WorldWideScience

Sample records for school music classrooms

  1. Teaching Students with Special Educational Needs in Inclusive Music Classrooms: Experiences of Music Teachers in Hong Kong Primary Schools

    Science.gov (United States)

    Wong, Marina Wai-yee; Chik, Maria Pik-yuk

    2016-01-01

    It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising 10…

  2. Non-Music Specialist Trainee Primary School Teachers' Confidence in Teaching Music in the Classroom

    Science.gov (United States)

    Seddon, Frederick; Biasutti, Michele

    2008-01-01

    Prior research has revealed that non-music specialist trainee primary school teachers lack confidence in teaching music in spite of changes to teacher training and the introduction of music in the National Curriculum in England. The current study investigated the effects on non-music specialist trainee primary teachers' confidence to teach music…

  3. Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom

    Science.gov (United States)

    Vitale, John L.

    2015-01-01

    This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music…

  4. Learned Helplessness in Inclusive Music Classrooms: Voices of Hong Kong Primary Schools Music Teachers

    Science.gov (United States)

    Wong, Marina Wai-yee; Chik, Maria Pik-yuk

    2015-01-01

    In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported…

  5. Response to Special Issue of "Action, Criticism and Theory for Music Education" Concerning "Music, Informal Learning and the School: A New Classroom Pedagogy"

    Science.gov (United States)

    Green, Lucy

    2009-01-01

    This article presents the author's response to the six authors in the special issue of "Action, Criticism and Theory for Music Education" concerning her book "Music, Informal Learning and the School: A New Classroom Pedagogy." In this response, the author focuses on some general observations that came to mind whilst reading the…

  6. Benefits of a Classroom Based Instrumental Music Program on Verbal Memory of Primary School Children: A Longitudinal Study

    Science.gov (United States)

    Rickard, Nikki S.; Vasquez, Jorge T.; Murphy, Fintan; Gill, Anneliese; Toukhsati, Samia R.

    2010-01-01

    Previous research has demonstrated a benefit of music training on a number of cognitive functions including verbal memory performance. The impact of school-based music programs on memory processes is however relatively unknown. The current study explored the effect of increasing frequency and intensity of classroom-based instrumental training…

  7. Orchestrating Tangible Music Interfaces for In-Classroom Music Learning through a Fairy Tale: The Case of ImproviSchool

    Science.gov (United States)

    Palaigeorgiou, George; Pouloulis, Christos

    2018-01-01

    Ubiquitous music is a relatively new research area which seeks ways to involve novices in music learning, playing and improvisation. Despite the ambitious goals, ubiquitous music is still unknown territory in schools. In this study, we have tried to identify whether ubiquitous music environments can enable novice music students to participate in…

  8. Lost and Found: Music Activities Delivered by Primary Classroom Generalists

    Science.gov (United States)

    King, Fiona

    2015-01-01

    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…

  9. Music without a Music Specialist: A Primary School Story

    Science.gov (United States)

    de Vries, Peter A.

    2015-01-01

    This case study focuses on generalist primary (elementary) school teachers teaching music in an Australian school. With the onus for teaching music moving away from the specialist music teacher to the generalist classroom teacher, this case study adds to a growing body of literature focusing on generalist primary school teachers and music…

  10. "Let them Jam!": Incorporating Unschooling Pedagogy in the Secondary School Music Classroom

    Directory of Open Access Journals (Sweden)

    Dr. John L. VITALE

    2008-07-01

    Full Text Available This paper examines how the principles of unschooling were accidentally uncovered during my tenure as a music teacher in a secondary school in suburban Toronto , Ontario . As traditional music pedagogy during my first year at this school was unsuccessful, I delayed the start of each class in an attempt to shorten my instructional time and lessen the acrimonious relationship I had developed with my students. This delayed segment of class time evolved into an extraordinary and valuable learning experience for all of my students which became known as "jam time." This form of learning embraced the pedagogical philosophy of unschooling, which eventually motivated my students to increase their musical knowledge and skills as well as embrace traditional music pedagogy. In addition, this paper also examines the contextual philosophy of unschooling versus traditional pedagogy in the secondary school music class.

  11. Tell Me What You Hear: Vocabulary Acquisition and Application in the General Music Middle School Classroom

    Science.gov (United States)

    Walby, Nathan

    2011-01-01

    Teaching musical vocabulary in a middle school general music class can often be challenging to the performance-based teacher. This article provides several teaching strategies for approaching words from both a theoretical and a practical standpoint. Based on a dialectical "this-with-that" approach by Estelle Jorgensen, this article argues that…

  12. At-risk elementary school children with one year of classroom music instruction are better at keeping a beat.

    Science.gov (United States)

    Slater, Jessica; Tierney, Adam; Kraus, Nina

    2013-01-01

    Temporal processing underlies both music and language skills. There is increasing evidence that rhythm abilities track with reading performance and that language disorders such as dyslexia are associated with poor rhythm abilities. However, little is known about how basic time-keeping skills can be shaped by musical training, particularly during critical literacy development years. This study was carried out in collaboration with Harmony Project, a non-profit organization providing free music education to children in the gang reduction zones of Los Angeles. Our findings reveal that elementary school children with just one year of classroom music instruction perform more accurately in a basic finger-tapping task than their untrained peers, providing important evidence that fundamental time-keeping skills may be strengthened by short-term music training. This sets the stage for further examination of how music programs may be used to support the development of basic skills underlying learning and literacy, particularly in at-risk populations which may benefit the most.

  13. Popular Music Education in and for Itself, and for "Other" Music: Current Research in the Classroom

    Science.gov (United States)

    Green, Lucy

    2006-01-01

    This article considers some ways in which the school classroom enters into, changes and complicates musical meanings, focusing particularly on the role of popular music and how it relates to classical music. I suggest that in bringing popular music into the curriculum, educators have largely ignored the informal learning practices of popular…

  14. Bach and Rock in the Music Classroom.

    Science.gov (United States)

    Ponick, F. S.

    2000-01-01

    Focuses on the use of popular music in music education, addressing issues such as defining popular music, approaches for using popular music in the classroom, and whether the National Standards for Music Education can be attained using popular music. Lists resources for teaching popular music. (CMK)

  15. The Perfect Storm: Stress, Anxiety, and Burnout in the Secondary School Music Classroom

    Science.gov (United States)

    Vitale, John L.

    2012-01-01

    This study investigates teacher stress, anxiety, and burnout through my experience teaching music in a suburban Toronto secondary school between 2002 and 2008. Primary data sources include a rich collection of journal entries I have written over a six-year period, which were retrospectively analyzed in this study. Hence, this study is principally…

  16. Curriculum Integration in the General Music Classroom

    Science.gov (United States)

    Munroe, Angela

    2015-01-01

    Arts integration is a topic that has been researched and discussed by music educators and general educators alike. Some feel this is a worthwhile endeavor in both the arts classroom and the general classroom, while others feel that we should be spending what little time we have in the music classroom focusing on music goals. This article will…

  17. The Perfect Storm: Stress, Anxiety, and Burnout in the Secondary School Music Classroom

    Directory of Open Access Journals (Sweden)

    John Vitale

    2012-11-01

    Full Text Available This study investigates teacher stress, anxiety, and burnout through my experience teaching music in a suburban Toronto secondary school between 2002 and 2008. Primary data sources include a rich collection of journal entries I have written over a six-year period, which were retrospectively analyzed in this study. Hence, this study is principally rooted in reflective practice. In addition, this study is informed through autobiographical and phenomenological lenses. These other two lenses have allowed me to incorporate secondary source data (anecdotal notes, emails, text messages, and video footage that were repurposed for this study. Findings have exposed two principal thematic representations from the data, namely; (a those that directly or indirectly addressed extracurricular performances, and (b fear of failure. Reexperiencing my experience has been exceedingly therapeutic and cathartic for me, providing insight and transparency into the demanding nature of music pedagogy at the secondary school level. In addition, findings have helped me to refine and develop my current and future pedagogy as a teacher educator.

  18. Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

    Science.gov (United States)

    Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

    2017-01-01

    Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support (PBS) is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

  19. Popular Music Genres, Music Producers, and Song Creation in the General Music Classroom

    Science.gov (United States)

    Colquhoun, Shane

    2018-01-01

    In secondary general music classes, music educators have the opportunity to bridge the gap between the music students' experiences in school and the music they engage with outside of school. According to Williams, nontraditional music students have musical lives outside of school but choose not to participate in traditional ensembles. In this…

  20. Classroom Management for Early Childhood Music Settings

    Science.gov (United States)

    Koops, Lisa Huisman

    2018-01-01

    Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and…

  1. Preservice Music Teachers' Attitudes toward Popular Music in the Music Classroom

    Science.gov (United States)

    Springer, D. Gregory; Gooding, Lori F.

    2013-01-01

    The purpose of this study was to examine preservice music educators' attitudes toward popular music in the music classroom. On a survey instrument designed by the investigators, participants ("N" = 82) rated (a) the effectiveness of popular music in addressing the National Standards for Music Education, (b) the appropriateness of popular…

  2. Engaging Musical Practices: A Sourcebook for Middle School General Music

    Science.gov (United States)

    Burton, Suzanne L., Ed.

    2012-01-01

    Middle school general music may be a student's last encounter with school music. A practical book with accessible pedagogical resources on middle school general music is needed for methods courses and music practitioners' use. The book "Engaging Musical Practices: A Sourcebook for Middle School General Music" presents numerous ways to engage…

  3. Creative Thinking in Music: Developing a Model for Meaningful Learning in Middle School General Music

    Science.gov (United States)

    Menard, Elizabeth

    2013-01-01

    Creativity can be experienced in many roles of musicianship: performing, improvising, and composing. Yet, activities that encourage creative thought in our music classrooms can be a challenge to implement. A strong music education curriculum for middle school general music is important; as this may be the last time we reach students who do not…

  4. The Effect of Classical Music on Painting Quality and Classroom Behaviour for Students with Severe Intellectual Disabilities in Special Schools

    Science.gov (United States)

    Waugh, Russell F.; Riddoch, Jane V.

    2007-01-01

    There are few studies measuring the effects on painting quality of playing background classical music at special schools. Primary students with severe intellectual disabilities (N=24) were taught abstract painting in a two-part method. The first part involved a Pictorial Only method and the second, immediately following it, involved a Pictorial…

  5. Demystifying Differentiation for the Elementary Music Classroom

    Science.gov (United States)

    Hillier, Erin

    2011-01-01

    Many music educators struggle with adapting buildingwide professional development initiatives into their own curriculum and teaching practice while still maintaining the integrity of the musical experiences they bring to the classroom. One vastly popular trend in instructional strategies, differentiated instruction, is both accessible to the music…

  6. Toward a More Culturally Responsive General Music Classroom

    Science.gov (United States)

    Abril, Carlos R.

    2013-01-01

    This article seeks to characterize culturally responsive teaching; consider how it differs from other pedagogical approaches in music education informed by culture, such as multicultural music education; and offer ideas for making the general music classroom more culturally responsive.

  7. Planning for Enjoyment in the General Music Classroom

    Science.gov (United States)

    Koops, Lisa Huisman; Keppen, Heidi

    2015-01-01

    Enjoyment is an important but often overlooked element in the music classroom. In this article, we review research literature related to enjoyment in musical interactions and discuss the role of enjoyment in the general music classroom. Drawing on research literature, our experience as general music teachers, and our research on enjoyment during…

  8. Students with Learning Disabilities in the Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann

    2012-01-01

    There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

  9. Mentoring Music Educators in Gospel Music Pedagogy in the Classroom

    Science.gov (United States)

    Turner, Patrice Elizabeth

    2009-01-01

    Since the early 20th century, gospel music has become increasingly popular in the United States. The popularity is making it appealing to perform in public schools. However, many choral and general music educators did not experience the tradition during their formative years and/or have not received training or background in its instruction. …

  10. Funding Music: Guidelines for Grant Writing in the Music Classroom

    Science.gov (United States)

    Rajan, Rekha S.

    2016-01-01

    With music education's continued unstable role within the school system, music educators are actively seeking external funding to support and augment their programs. However, there are many challenges involved with grant writing including understanding where to find potential funders, writing the proposal, developing a budget, and including an…

  11. An investigation of pimary music education in Victorian schools: a single case study

    OpenAIRE

    Cosaitis, Wei

    2017-01-01

    This phenomenological research has employed a qualitative case study approach and investigates what practices are required in successful music curriculum development and quality music teaching within and without the music classroom in state-supported (government) primary schools in Victoria, Australia. To contextualize the study, issues involving the history of music education in Victorian government primary schools, current national and state music curricula, particular music teaching approa...

  12. Constructing Music History in the Classroom

    Directory of Open Access Journals (Sweden)

    Maria Rosa De Luca

    2016-12-01

    Full Text Available The paper focuses on some aspects of the teaching-learning of Music History in the school education system. It concentrates upon contents, strategies and methods of teaching transposition of historical and musical knowledge as a training model for music education oriented on the comprehension of music as culture. Based on this branch of teaching’s model, epistemological assumptions are discussed and relied to various degrees of education, considering also the challenges that the teacher faces in the didactic transposition process of topics.

  13. Musicality Development Among Primary School Pupils in Music Studies

    OpenAIRE

    Vilde, Ilze

    2013-01-01

    Abstract Research goal. To explore the structure of musicality, to examine components that characterize musicality among primary school pupils and the pedagogic logic of its development during music lessons in primary school. As a result of the theoretical study, characterizing components and criteria of musicality among primary school pupils were researched and described and the description of musicality was broadened. The created model for music studies for facilitating the developme...

  14. Marketing School Music: It's Elementary.

    Science.gov (United States)

    Anderson, Jill Kuespert

    1992-01-01

    Explores methods of promoting elementary school music programs. Suggests inviting visitors to the class as a means of increasing awareness of school music. Recommends sending press releases to school newsletters and local newspapers. Reminds teachers to make use of educational access channels on area cable television systems. (SG)

  15. Can Music in Schools Live up to Its Promise?

    Science.gov (United States)

    Whyte, Ingrid; Mould, Norman

    2011-01-01

    Music helps to bring out the best in young people. It nourishes self-esteem and keeps them engaged. The starting point for any good school program is the teacher, whether that program teaches English, math, science, history, arts--or music. So why is it that, at the elementary level, we have so many generalist classroom teachers--with no…

  16. The Music History Classroom, a cura di James A. Davis

    Directory of Open Access Journals (Sweden)

    Maria Rosa De Luca

    2016-12-01

    Full Text Available The Music History Classroom collects eleven articles by different authors, who discuss the teaching and learning processes in music history in undergraduate and graduate courses of US universities.

  17. The Prevalence of the Use of Music as a Teaching Tool among Selected American Classroom Educators: A Preliminary Examination

    Science.gov (United States)

    Killian, Janice L.; Wayman, John B.

    2015-01-01

    The importance of music education in American schools is well established, with 93% of Americans agreeing that music should be a part of a well-rounded education (Harris, 2005). Students preparing to teach in the elementary classroom (elementary education majors) in American colleges and universities typically take a music class (sometimes two) as…

  18. Music Teachers' Personal Concepts: Qualitative Classroom Research in Music Education

    Directory of Open Access Journals (Sweden)

    Anne Niessen

    2008-01-01

    Full Text Available How do music teachers reflect on planning and performing school lessons? How do their experiences influence their teaching arrangements? In a qualitative research project the author uses the "Individualkonzept" (personal concept to explore what music teachers think while planning music lessons. In addition, the relationship between personal concepts and biographical experiences is investigated. In accordance with grounded theory methodology, interviews with teachers were analyzed first at the level of the single interviews; followed by developing a grounded theory about the music teachers' personal concepts and their embedding in biography. In doing so an integrative pattern emerged unfolding in time as a learning process. Results of the research suggest finding forms of in-service-training for teachers that will allow them to foster a self-conscious acquaintance with their own biographical background. URN: urn:nbn:de:0114-fqs080178

  19. The Impact of Fostering Relationships through Music within a Special School Classroom for Students with Autism Spectrum Disorder: An Action Research Study

    Science.gov (United States)

    McFerran, Katrina Skewes; Thompson, Grace; Bolger, Lucy

    2016-01-01

    Music therapists have been working in special education contexts for many decades, utilising research and case studies to inform practice. Growing interest in the link between the creative arts and well-being has led music therapists to consider what aspects of their knowledge others could feasibly appropriate in the school system. An action…

  20. Is the Grass Greener? Current and Former Music Teachers' Perceptions a Year after Moving to a Different School or Leaving the Classroom

    Science.gov (United States)

    Hancock, Carl B.

    2016-01-01

    This study is the fourth in a series investigating the retention and turnover of music teachers using nationally representative data from the National Center for Educational Statistics. I identified records for music teachers in the Teacher Follow-Up Survey and determined how they viewed their careers one year after moving to a different school or…

  1. Music Therapy as an Integrative Tool for Pupils with Attention-Deficit Hyperactivity Disorder (ADHD) in the Music Classrooms at Elementary Schools

    OpenAIRE

    Alberto Acebes-de Pablo; David Carabias-Galindo

    2016-01-01

    Music Therapy, whose aim is to obtain benefits in people health in different aspects of life and in relation to various kinds of pathologies and diseases, is proposed in this research as a means of providing educational attention to children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) through Music Education. Educational as well as therapeutic objectives were also considered, as the study focused on the integration of such children into mainstream classes. The methodology e...

  2. Social Class and School Music

    Science.gov (United States)

    Bates, Vincent C.

    2012-01-01

    This article takes a practical look at social class in school music by exploring the manifestations and impact of three of its dimensions: financial resources, cultural practices, and social networks. Three suggestions are discussed: provide a free and equal music education for all students, understand and respect each student's cultural…

  3. Constructing Informal Experiences in the Elementary General Music Classroom

    Science.gov (United States)

    Hewitt, Donna

    2018-01-01

    Children often spontaneously yet purposefully sing songs or create rhythms outside the formal classroom setting to reflect the ways in which they naturally engage with music. Researchers have studied these informal music learning practices to incorporate these experiences into the classroom to offer lessons that are engaging and better reflective…

  4. Reconsidering the Role of Stephen Foster in the Music Classroom

    Science.gov (United States)

    Forness, Jennifer

    2016-01-01

    The place of Stephen Foster and the music of American minstrelsy should be reconsidered for the music classroom. Some of this repertoire can be offensive because of its historical context and racially insensitive language. Critical theory can provide a framework for choosing repertoire that creates dialogue about racial structures in music. The…

  5. Music Analysis Down the (You) Tube? Exploring the Potential of Cross-Media Listening for the Music Classroom

    Science.gov (United States)

    Webb, Michael

    2007-01-01

    School students' immersion in a rich entertainment media environment has implications for classroom listening. Increasing interaction among media, design, games, communications and arts fields has led to a growing trend in the creative alignment of music and moving image. Video sharing sites such as YouTube are assisting in the proliferation and…

  6. Melinda: De Facto Primary School Music Teacher

    Science.gov (United States)

    de Vries, Peter

    2013-01-01

    A series of reviews dating back to the 1960s and a body of research literature points to the inadequate delivery of music education by generalist primary school teachers in Australian schools. Despite recommendations for specialist music teachers to teach music in all Australian primary schools to counter this ongoing trend, such an approach has…

  7. The Effect of Music Therapy Services on Classroom Behaviours of Newly Arrived Refugee Students in Australia--A Pilot Study

    Science.gov (United States)

    Baker, Felicity; Jones, Carolyn

    2006-01-01

    This pilot study examined the effects of a short-term music therapy program on the classroom behaviours of newly arrived refugee students who were attending an intensive "English as a Second Language" secondary school. A cross-over design with two five-week intervention periods was employed with group music therapy sessions conducted one…

  8. Multicultural Music Education in Singapore Primary Schools: An Analysis of the Applications of a Specialist Professional Development in Practical Music Teaching

    Science.gov (United States)

    Costes-Onishi, Pamela; Lum, Chee Hoo

    2015-01-01

    Multicultural music education is often approached simply through the exposure of students to different world musics. This "cultural supermarket" approach to teaching diversity in the classrooms is re-examined in this study by drawing attention to the need for a broader curriculum reform. Using the Singapore primary school music teachers…

  9. Classroom Guitar and Students with Visual Impairments: A Positive Approach to Music Learning and Artistry

    Science.gov (United States)

    Coleman, Jeremy M.

    2016-01-01

    In 2011, a collaborative effort began between the Texas School for the Blind and Visually Impaired (TSBVI) and Austin Classical Guitar (ACG), a local 501(c) nonprofit music organization. The idea behind this collaboration was to start a small guitar program that would provide TSBVI students with quality classroom guitar instruction. At that time,…

  10. The Five-String Banjo in the Music Classroom

    Science.gov (United States)

    Smith, Kenneth H.

    2011-01-01

    The banjo is an instrument of unique image and sound. It has a long history in North America from its arrival on slave ships from North Africa to its contemporary use in jazz and popular music. Adding the instrument to the general music classroom can open new realms of timbre and new avenues of exploration into the instruments of cultures around…

  11. Korean Percussion Ensemble ("Samulnori") in the General Music Classroom

    Science.gov (United States)

    Kang, Sangmi; Yoo, Hyesoo

    2016-01-01

    This article introduces "samulnori" (Korean percussion ensemble), its cultural background, and instructional methods as parts of a classroom approach to teaching upper-level general music. We introduce five of eight sections from "youngnam nong-ak" (a style of samulnori) as a repertoire for teaching Korean percussion music to…

  12. Music and Life Experience: A Perspective from the Classroom.

    Science.gov (United States)

    Stuber, Stefan R.

    2000-01-01

    Explores what it means to be a human being and the role music has in people's lives as a justification for teaching music in the schools. Believes that music plays an important role in the lives of human beings and allows them to express feeling about what it means to be human. (CMK)

  13. Playing Music, Playing with Music: A Proposal for Music Coding in Primary School

    Science.gov (United States)

    Baratè, Adriano; Ludovico, Luca Andrea; Mangione, Giuseppina Rita; Rosa, Alessia

    2015-01-01

    In this work we will introduce the concept of "music coding," namely a new discipline that employs basic music activities and simplified languages to teach the computational way of thinking to musically-untrained children who attend the primary school. In this context, music represents both a mean and a goal: in fact, from one side…

  14. Recognizing Creativity in the Music Classroom

    Science.gov (United States)

    Kokotsaki, Dimitra; Newton, Douglas P.

    2015-01-01

    This study examined trainee music teachers' judgements of the musical creativity of secondary age students. Nine pieces of music composed by Year 8 students (13 years of age) were evaluated by 17 postgraduate, trainee teachers. These musical pieces were sorted into a diamond-shaped formation according to how creative they were perceived to be with…

  15. Wellbeing in the Classroom: How an Evolutionary Perspective on Human Musicality Can Inform Music Education

    Science.gov (United States)

    Maury, Susan; Rickard, Nikki

    2016-01-01

    Group singing is a common feature of classroom-based music education, and has often been proposed to have benefits that extend beyond acquisition of music skills, primarily in academic achievement. However, potential social and emotional well-being benefits have been under-represented in these discussions. This article proposes that an…

  16. Justified and Ancient: Pop Music in EFL Classrooms.

    Science.gov (United States)

    Domoney, Liz; Harris, Simon

    1993-01-01

    A teacher training workshop uses linked tasks through which teachers explore the integration of pop music into Mexican secondary school English classes. Rather than being discrete, marginal items, pop music activities are worth linking, elaborating, and treating as more central in a secondary school program. (Contains 10 references.) (Author)

  17. Achievement Identification and Evaluation of Musically Gifted Children in Lower Music School

    Science.gov (United States)

    Arsic, Anica

    2016-01-01

    Music schools are specific educational institutions which teach children to understand musical language, the rules of musical writing and how to play an instrument. It is assumed that children who enroll in music school have a certain level of "musicality," i.e. possess musical ability. Starting from this premise, in this paper we wanted…

  18. "Beatlemania" in the General Music Classroom

    Science.gov (United States)

    Cardany, Audrey Berger

    2012-01-01

    In Geoff Edgers's biography of the Beatles, "Who Were the Beatles?", young readers learn of John Lennon, Paul McCartney, Ringo Starr, and George Harrison's youth and growth as musicians, the band's formation, and their contributions to music in popular culture. "General Music Today" columnist, Cardany provides music teachers with related music…

  19. Stylistic Change in Classroom Native Music.

    Science.gov (United States)

    Johnston, Thomas F.

    1981-01-01

    Discusses the teaching of native music in classes for Native Americans. Highlights the ways in which changes in musical style evolve and the disparities between the teaching process and the music itself. Suggests methods for successfully uniting process and product. (MK)

  20. Learning Tunes: Pop Music in the Classroom

    Science.gov (United States)

    Moore, David Cooper

    2011-01-01

    Popular music can be a rich and engaging teaching tool. Children often intuitively gain complex layers of experiential meaning more readily from music than other forms of plot-driven media where their narrow focus on literal interpretation and plot recitation can bring thoughtful conversation to a halt. However, integrating popular music in the…

  1. Music in the Life Skills Classroom

    Science.gov (United States)

    van Vuuren, Eurika Jansen; van Niekerka, Caroline

    2015-01-01

    Generalist educators in South Africa shy away from music in the subjects Life Skills (Dance, Drama, Music, Visual Art, Physical Education and Personal and Social Well-being) and Creative Arts (Dance, Drama, Music, Visual Art) and universities are not delivering generalist students for the subject demands. In-service educators, as well as subject…

  2. Improvisational Practices in Elementary General Music Classrooms

    Science.gov (United States)

    Gruenhagen, Lisa M.; Whitcomb, Rachel

    2014-01-01

    Despite historic and ongoing support for the inclusion of improvisation in the elementary general music curriculum, music educators consistently report challenges with implementation of improvisational activities in their classes. This study was designed to examine (a) the extent to which improvisational activities were occurring in the…

  3. The Role of Music in Your Classroom

    Science.gov (United States)

    Jones, Jennifer

    2010-01-01

    According to van der Linde (1999), play and music are interrelated activities. They are both essential components to a child's development, but this is not always understood. There are many areas in early childhood where music and play are inseparable and others that are strengthened by the pairing. This article discusses the importance of both…

  4. Opportunities for Socioemotional Learning in Music Classrooms

    Science.gov (United States)

    Jacobi, Bonnie S.

    2012-01-01

    The elementary music class is an ideal setting for building socioemotional skills in children. These skills can assist children in their early music learning through brain development, and they become increasingly important as students reach higher levels of musicianship. Socioemotional learning programs are currently being used to reduce at-risk…

  5. Teachers' Perspectives in Using Disney Songs in the Music Classroom

    Science.gov (United States)

    Lesser, Andrew

    2016-01-01

    Integrating popular music as part of the public school music curriculum has been a topic of debate among many educators and researchers. Songs from the Disney Corporation, specifically from movies, television shows, and performers specifically marketed by Disney, are particularly significant due to their widespread popularity. In this article, the…

  6. 'From the classroom to stage': developing an African popular music ...

    African Journals Online (AJOL)

    EJOTMAS: Ekpoma Journal of Theatre and Media Arts ... Materials are drawn primarily from field experiences of this writer as a music teacher and performing artist. ... for popular music pedagogy in African schools but should be based on students' learning experiences, felt needs, motivation and meeting societal need.

  7. Connecting Meaningful Music and Experiences in a Multicultural, Multimusical Classroom

    Science.gov (United States)

    Kelly, Steven N.; Van Weelden, Kimberly

    2004-01-01

    It is important to realize that students encompass a vast array of American musical cultures and the values they represent. The impact of this diversity can be seen in the influence music has on the self-image that many students have developed. Clothing, hair styles, makeup, tattoos, and body piercings, as well as in-and out-of-school social…

  8. Musical Home Environment, Family Background, and Parenting Style on Success in School Music and in School

    Science.gov (United States)

    Zdzinski, Stephen; Dell, Charlene; Gumm, Alan; Rinnert, Nathan; Orzolek, Douglas; Yap, Ching Ching; Cooper, Shelly; Keith, Timothy; Russell, Brian

    2015-01-01

    The purpose of this study was to examine influences of parental involvement-home music environment, family background, and parenting style factors on success in school music and in school. Participants (N = 1114) were music students in grades 4-12 from six regions of the United States. Data were gathered about parental involvement-home environment…

  9. Inclusive Education Policy in the Hong Kong Primary Music Classroom

    Science.gov (United States)

    Wong, Marina Wai-yee; Chik, Maria Pik-yuk

    2016-01-01

    An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact--the education reform policy entitled…

  10. Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry

    Directory of Open Access Journals (Sweden)

    Aletta Delport

    2015-09-01

    Full Text Available The contribution of music education to the holistic development of the young learner is uncontested. However, in South Africa, the vast majority of Reception Year (Grade R teachers do not have the required competences to teach music in ways that optimally enhance the holistic growth of their learners, as this aspect has been largely neglected during their pre-service and in-service training. In this paper, we report on a year-long intervention aimed at enabling three Grade R non-music specialist teachers at one urban township school in the Eastern Cape to create music-based learning opportunities for their learners. We employed a participatory action learning and action research (PALAR approach to the inquiry, which combines research with development. Our findings indicate that after a series of collaborative interactions, the participants started to explore and tap into their own musical competences. They revisited notions of the self as (ill-equipped, (unconfident, (incompetent and (independent music teachers, and began to assume autonomy and agency with regard to effective music education in the Grade R classroom. We consequently argue that under-qualified in-service teachers can be enabled to improve their practice through research interventions that stimulate maximum participant involvement, such as PALAR.

  11. When classroom becomes school

    DEFF Research Database (Denmark)

    Noer, Vibeke Røn

    (Christensen, 2013), this presentation will focus on ‘what’s happening in the classroom’ when classroom is ‘school’ among fellow students opposed to ‘real nursing practice’ among future colleagues. Focusing on student strategies in the classroom, the presentation will further elaborate on the inherent...... & Perrenoud, 2006). In Denmark alone changes have been made numerously times in the last two decades. Concurrently, a considerable amount of studies has been published focusing on the nursing education, stressing a call for transformation. Division of learning contexts into clinical and classroom settings...... is a strong marker of the nursing education and has as such also been of interest for research. There is a large number of studies (e.g. Larsen, 2000; Johnsen, 2003; Kragelund, 2006; Voigt, 2007; Henriksen, 2009; Højbjerg, 2011) that explore the learning contexts in the nursing education. However, most...

  12. High school music classes enhance the neural processing of speech

    OpenAIRE

    Tierney, Adam; Krizman, Jennifer; Skoe, Erika; Johnston, Kathleen; Kraus, Nina

    2013-01-01

    Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that two years of group music classes in high school enhance the subcortical encoding of speech. To tease apart the relationships between music and neural...

  13. "You Are My Sunshine My Only Sunshine": Current Music Activities in Kindergarten Classrooms in Queensland, Australia

    Science.gov (United States)

    Garvis, Susanne

    2012-01-01

    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…

  14. Free Improvisation: What It Is, and Why We Should Apply It in Our General Music Classrooms

    Science.gov (United States)

    Niknafs, Nasim

    2013-01-01

    Improvisation, the third content standard for the National Standards for Music Education (Music Educators National Conference, 1994), has received less attention from music teachers. This article advocates for more improvisation specifically free improvisation in general music classrooms. The nature of free improvisation, and its evolution in the…

  15. Motivational Constructs Influencing Undergraduate Students' Choices to become Classroom Music Teachers or Music Performers

    Science.gov (United States)

    Parkes, Kelly A.; Jones, Brett D.

    2012-01-01

    The primary purpose of this study was to examine whether any of the six motivational constructs in the expectancy-value model of motivation (i.e., expectancy, ability perceptions, intrinsic interest value, attainment value, social utility value, and cost) would predict whether students intended to have a career teaching classroom music or…

  16. Learning Music Literacies across Transnational School Settings

    Science.gov (United States)

    Skerrett, Allison

    2018-01-01

    This article examines an adolescent's music literacy education across Caribbean and U.S. schools using qualitative research methods and theories of multimodality, transnationalism, and global cultural flows. Findings include that the youth's music literacy practices continuously shifted in response to the cultural practices and values of the…

  17. Leadership for Differentiating Schools & Classrooms.

    Science.gov (United States)

    Tomlinson, Carol Ann; Allan, Susan Demirsky

    Differentiation is simply a teacher attending to the learning needs of a particular student or small group of students, rather than teaching a class as though all individuals in it were basically alike. This book explores in 10 chapters how school leaders can develop responsive, personalized, and differentiated classrooms: (1) "Understanding…

  18. From the "Kraal" to the Classroom: Shifting Musical Arts Practices from the Community to the School with Special Reference to Learning "Tshigombela" in Limpopo, South Africa

    Science.gov (United States)

    Emberly, Andrea; Davidson, Jane

    2011-01-01

    In South Africa the arts and culture educational curriculum has undergone immense change and continues to impact and influence the role of musical arts practices in children's lives throughout the country. In specific districts of the Limpopo province in particular, musical practices of the Venda culture are being integrated into the school…

  19. The Effects of Music Composition as a Classroom Activity on Engagement in Music Education and Academic and Music Achievement: A Quasi-Experimental Study

    Science.gov (United States)

    Hogenes, Michel; van Oers, Bert; Diekstra, René F. W.; Sklad, Marcin

    2016-01-01

    The present study aims to contribute to the understanding of the effects of music education, in particular music composition as a classroom activity for fifth- and sixth-graders. The intervention (experimental condition) focused on a three-step-model for music composition, based on the Cultural Historical Activity Theory of education, and has been…

  20. The effects of music composition as a classroom activity on engagement in music education and academic and music achievement: A quasi-experimental study

    NARCIS (Netherlands)

    Hogenes, M.; van Oers, B.; Diekstra, R.; Sklad, M.

    2015-01-01

    The present study aims to contribute to the understanding of the effects of music education, in particular music composition as a classroom activity for fifth- and sixth-graders. The intervention (experimental condition) focused on a three-step-model for music composition, based on the Cultural

  1. Today's Schools, Tomorrow's Classrooms.

    Science.gov (United States)

    Nixon, Charles W.

    1998-01-01

    Examines ways to extend the life of middle-aged school buildings when new construction budgets are lacking and renovation funds are scarce. Explains the importance of and provides guidance for making an objective school facility assessment, including assessing the building's purpose, technology requirements, and heating and air conditioning…

  2. Developing Musical Creativity: Student and Teacher Perceptions of a High School Music Technology Curriculum

    Science.gov (United States)

    Nielsen, Lance D.

    2013-01-01

    Music technology classes designed to use the latest in music software to develop music compositional skills within high school students are becoming more prominent in K-12 education. The purpose of this case study was to describe the development of creativity in high school students through their participation in a music technology course at one…

  3. Effective Classroom Management Techniques for Secondary Schools

    African Journals Online (AJOL)

    Effective Classroom Management Techniques for Secondary Schools. ... engagement of students in activities, use of innovative instructional strategies by teachers, ... and teachers in their perception regarding the effects of teachers classroom ...

  4. A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting

    Directory of Open Access Journals (Sweden)

    Jenna Mendelson

    2016-01-01

    Full Text Available Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD. This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: “long-term” (15 weeks beginning in January 2015 (Time 1, n=14 or “short-term” (7 weeks beginning 7 weeks later in February (Time 2, n=17. Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs.

  5. A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting.

    Science.gov (United States)

    Mendelson, Jenna; White, Yasmine; Hans, Laura; Adebari, Richard; Schmid, Lorrie; Riggsbee, Jan; Goldsmith, Ali; Ozler, Burcu; Buehne, Kristen; Jones, Sarah; Shapleton, Jennifer; Dawson, Geraldine

    2016-01-01

    Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together® , for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: "long-term" (15 weeks beginning in January 2015 (Time 1), n = 14) or "short-term" (7 weeks beginning 7 weeks later in February (Time 2), n = 17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs.

  6. The Canon or the Kids: Teachers and the Recontextualisation of Classical and Popular Music in the Secondary School Curriculum

    Science.gov (United States)

    McPhail, Graham

    2013-01-01

    This article reports on some of the findings from case studies conducted with six secondary school music teachers in New Zealand. The purpose of the study was to investigate and explain the ways in which teachers manage the relationship between classical and popular music in their elective classroom programs, utilizing a theoretical framework…

  7. Music Education in Puerto Rican Elementary Schools: A Study from the Perspective of Music Teachers

    Science.gov (United States)

    López-León, Ricardo; Lorenzo-Quiles, Oswaldo; Addessi, Anna Rita

    2015-01-01

    This article presents, for the first time, descriptive research on the status of music education in Puerto Rican public elementary schools. General music education at elementary schools on the island has been part of the school offering for more than 50 years. As yet, music education at this level has not been recognized as an essential discipline…

  8. A Survey of the Music Integration Practices of North Dakota Elementary Classroom Teachers

    Science.gov (United States)

    O'Keefe, KariJo; Dearden, Katherine Norman; West, Robert

    2016-01-01

    The purpose of this study was to identify and describe the nature of North Dakota elementary classroom teachers' (NDECT) music integration in the general classroom. The majority of NDECTs integrated music with: the subjects of Language Arts (62.01%), Mathematics (55.00%), and Physical Education (50.89%); the settings of Group Work Time (64.29%),…

  9. Hidden in Plain Sight: A Music Therapist and Music Educator in A Public School District

    Science.gov (United States)

    Smith, Jacqueline C.

    2018-01-01

    The purpose of this intrinsic case study was to clarify the roles of a music educator and music therapist in a North American public school district. This case was unique because some of the students with special needs received both music instruction and music therapy services, yet there was little collaboration between the two disciplines. In an…

  10. Boys' Music? School Context and Middle-School Boys' Musical Choices

    Science.gov (United States)

    Bennetts, Kathleen Scott

    2013-01-01

    This article focusses primarily on the findings relating to the musical participation of boys in one Melbourne school. As part of a project that investigated boys' attitudes and participation at fifty-one schools, several contextual features were identified that set "Balton Boys" High School' apart from other participating schools,…

  11. Training the non-specialist music teacher: insights from a ...

    African Journals Online (AJOL)

    Training the non-specialist music teacher: insights from a Zimbabwean case study. ... music education in primary schools is taught by general classroom teachers, who ... JOURNAL OF THE MUSICAL ARTS IN AFRICA VOLUME 7 2010, 1–15 ...

  12. Secondary School Students' Preferences for Popular Music and Perceptions of Popular Music Learned in School Music Education in Mainland China

    Science.gov (United States)

    Ho, Wai-Chung

    2017-01-01

    This study examined popular music and school music education as cultural constructs of teenage students amid the shifting cultural and social dynamics of contemporary China. Data were drawn from questionnaires completed by 6,780 secondary students (mainly ages 12 through 17) from three cities--Beijing, Changsha, and Shanghai. The survey results…

  13. ORGANIZING THE MUSIC CLASSES IN STARTING SCHOOLS

    Directory of Open Access Journals (Sweden)

    N. G. Tagiltseva

    2013-01-01

    Full Text Available The paper considers the issue of children preparation for school in so called starting schools. In author’s opinion, the arts disciplines such as music, drawing and choreography can develop the aesthetic sense, moral qualities, more optimistic world outlook and respectful  attitude; the child develops creative skills and beauty perception both in fine arts and wild life.The author looks at the problems of planning and organizing the music training of preschool children, the different requirements for and concepts of the preschool and primary school normative documents being analyzed. The paper substantiates the effectiveness of poly-artistic and activity approaches to the split-level teaching, in particular – the method of projecting the familiar actions onto some sort of artistic activities. Based on the succession of preschool and primary school training, the author specifies the goals of music classes in starting schools, and outlines the most relevant game activities of role plays, didactic plays and contests.The paper is addressed to preschool and primary school teachers, music teachers, as well as methodologists and researchers dealing with preschool teaching. 

  14. Problems of a Sociological Approach to Pop Music in Schools.

    Science.gov (United States)

    Swanwick, Keith

    1984-01-01

    Discusses (1) the assumption that pop music can be legitimized in school by establishing that different criteria are necessary; (2) the attempt to provide appropriate analysis tools for music evaluation by arguing that music has a kind of social referent; and (3) the uses to which music is put. (Author/RM)

  15. Discovering the Lost Ark of Possibilities: Bringing Visibility to the Invisible Art Form of Film Music in Your Music Classroom

    Science.gov (United States)

    Keown, Daniel J.

    2015-01-01

    Conventional music learning in schools could benefit from the study of the music from films, television, and video games. This article offers practical applications for including film music as an outlet for analysis, an interdisciplinary compositional art form, a viable teaching tool, and an authentic performance/production experience. Music…

  16. Meaningful Collaboration in the Inclusive Music Classroom: Students with Severe Intellectual Disabilities

    Science.gov (United States)

    Darrow, Alice-Ann

    2017-01-01

    Most music educators have little experience or preparation in teaching students with severe intellectual disabilities. Increasing diversity in our schools will require music educators to teach students whose needs exceed those typically found in the music class or ensemble. Facilitating their inclusion in a music program can be immensely rewarding…

  17. Habitus and Flow in Primary School Musical Practice: Relations between Family Musical Cultural Capital, Optimal Experience and Music Participation

    Science.gov (United States)

    Valenzuela, Rafael; Codina, Nuria

    2014-01-01

    Based on Bourdieu's idea that cultural capital is strongly related to family context, we describe the relations between family musical cultural capital and optimal experience during compulsory primary school musical practice. We analyse whether children from families with higher levels of musical cultural capital, and specifically with regard to…

  18. Science is Cool with NASA's "Space School Musical"

    Science.gov (United States)

    Asplund, S.

    2011-12-01

    the solar system, students can even write their own lyrics. The play is not about perfection! It's designed to be inclusive and fun, to give every child a chance to shine. "Space School Musical" commands attention! It is a great tool for scientists who are visiting classrooms or afterschool programs, addressing school assemblies, or offering professional development workshops. Showing one or more videos brings engagement, smiles, and information to all. Specific songs can be shown to reinforce space science topics. The "Planetary Posse" introduces the planets and dwarf planets. "The Asteroids Gang" can initiate a discussion about accretion and why small bodies are so important to understanding the origin and evolution of our solar system. "MoonDance" provides compelling information about our moon and can introduce lunar missions. "We're the Scientists" is intended to build self confidence. "Space School Musical" is an innovative, universal, and timeless approach to teaching about the solar system, making it a valuable addition to programs and presentations for students and the public. The videos, lyrics, and guides are all available free on the Internet.

  19. ACHIEVEMENT IDENTIFICATION AND EVALUATION OF MUSICALLY GIFTED CHILDREN IN LOWER MUSIC SCHOOL

    Directory of Open Access Journals (Sweden)

    Anica Arsic

    2016-06-01

    Full Text Available Music schools are specific educational institutions which teach children to understand musical language, the rules of musical writing and how to play an instrument. It is assumed that children who enroll in music school have a certain level of “musicality”, i.e. possess musical ability. Starting from this premise, in this paper we wanted to identify the number of musically gifted children, from the total number of children enrolled in the first year of lower music school. The research was conducted on 125 learners who enrolled the first year of Music school Josif Marinkovic in 2014/2015. The paper was organized as a linear study which followed the achievement of learners during the aforementioned school year. The study was conducted by solfeggio and musical instrument teachers. The identification of musical giftedness was followed through the following criteria: recognition and reproduction of tones and intervals, reproduction of rhythmic models and reproduction of short music units. Solfeggio teachers monitored the first two criteria (recognition and reproduction of tones and intervals and reproduction of rhythmic models while musical instrument teachers monitored the other two (reproduction of melody phrases and reproduction of short music units. Achievements were assessed four times during the school year and a comparison of results gathered by solfeggio and musical instrument teacher was conducted. At the end of the school year a result analysis was conducted; the results of which showed that 13 learners who were monitored by solfeggio teachers and 9 learners who were monitored by music instrument teachers successfully completed the criteria. Methods for evaluating the proposed criteria and analysis of the gathered results will be presented in this paper.

  20. Classroom disciplinary climate of schools and gender

    DEFF Research Database (Denmark)

    Sortkær, Bent; Reimer, David

    2018-01-01

    Classroom disciplinary climate has emerged as a crucial factor with regard to student achievement. However, most previous studies have not explored potential gender differences in both students’ perceptions of the classroom disciplinary climate and the association between classroom disciplinary...... and students’ mathematics performance across countries. On the basis of an analysis of a pooled sample consisting of all 5 Nordic countries, we found that the correlation between classroom disciplinary climate of schools and maths achievement is significantly stronger for boys than for girls. Further analyses...... showed that this finding may partly be attributable to gender differences in the perception of the disciplinary climate of schools, whereby boys seemed to perceive the classroom disciplinary climate of schools more positively than girls....

  1. Music Links--A Music Ensemble Outreach Programme for Schools

    Science.gov (United States)

    Chong, Sylvia

    2011-01-01

    Professional music communities have realized that if they do not promote their art forms among the youth of today, the future of their music may be in question. Many local ethnic music groups have recognized the need to make the first move and go out to the audiences of the future and bring their brand of music to these audiences. Their task is to…

  2. Gender Associations with World Music Instruments by Secondary School Music Students from the USA

    Science.gov (United States)

    Kelly, Steven N.; VanWeelden, Kimberly

    2014-01-01

    This article investigated possible gender associations with world music instruments by secondary school-age music students from the USA. Specific questions included: (1) Do the primary instruments played by the students influence gender associations of world music instruments? (2) Does age influence possible gender associations with world music…

  3. Comprehending Elementary School Teachers' Classroom Management Approaches

    Science.gov (United States)

    Sahin, Ali E.

    2015-01-01

    This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…

  4. Representin' and Disrespectin': African-American Wind Band Students' Meanings of a Composition-Based Secondary Music Curriculum and Classroom Power Structures

    Science.gov (United States)

    Hoffman, Adria Rachel; Carter, Bruce Allen

    2013-01-01

    Although cultural diversity is important to the social context of classrooms, few researchers have explored school music experiences from the perspective of students of colour. Possibly of greater concern is the absence of research examining African-American students' educational experiences in early secondary education, during which time the…

  5. The Model of the "Space of Music Dialogue": Three Instances of Practice in Australian Homes and Classrooms

    Science.gov (United States)

    Tomlinson, Michelle M.

    2018-01-01

    Multimodal analysis of classroom music interactions, using the model of the "Space of Music Dialogue" in video analysis of students' music improvisation, was useful to inform teachers of students' collaborative achievements in music invention. Research has affirmed that students' cognitive thinking skills were promoted by improvisation.…

  6. Featherless Dinosaurs and the Hip-Hop Simulacrum: Reconsidering Hip-Hop's Appropriateness for the Music Classroom

    Science.gov (United States)

    Kruse, Adam J.

    2016-01-01

    This article offers considerations for music teachers interested in including hip-hop music in their classrooms but who might feel concerned with or overwhelmed by issues of appropriateness. Two concerns related to hip-hop music are examined: language and negative social themes. Commercial interests in hip-hop music have created a simulacrum (or…

  7. Music in the educational programs of primary school teachers

    OpenAIRE

    Virginia Coelho de Souza, Cássia

    2012-01-01

    Two situations indicate the need of bringing closer music education and the educational community. Elementary school teachers struggle to mediate a relation between their students and knowledge about music. In addition, a contradiction between Brazilian elementary schools and educational programs for primary school teacher exists, in relation to knowledge about music. In an attempt to bridge this gap, the present article aims to review the main ideas on educational programs for primary ...

  8. Connections with the Schooling Enterprise: Implications for Music Education Policy

    Science.gov (United States)

    Frierson-Campbell, Carol

    2007-01-01

    In this article, the author explores music education counterforces, examining whether and how (a) federal and state education policies can better address the in-service needs of special area teachers, particularly music teachers, in the school setting; and (b) policy organizations in the music education profession (i.e., The National Association…

  9. Music and Dance Instruction in Basic Schools in Ghana: v ...

    African Journals Online (AJOL)

    The study investigated factors militating against the girl – child's music and dance education in basic schools in Ghana. The Population were music and dance teachers in Ghanaian pre-tertiary institutions, while purposive sampling technique was used to select the sample that covered all the 2005 of the 400 level music ...

  10. Teaching Ambition: A Case Study of High School Music Students

    Science.gov (United States)

    Draves, Tami

    2012-01-01

    Music teacher socialisation (MTS) has received increased attention in music education research, but few researchers have explored MTS with students during their primary socialisation, or pre-college, years. The purpose of this qualitative multiple case study was to examine the perspectives of high school music students who plan to pursue a music…

  11. Educational laws of music in primary schools in Spain in 19th century

    Directory of Open Access Journals (Sweden)

    María del Valle MOYA MARTÍNEZ

    2018-01-01

    Full Text Available The revolutions in the Spain of the 19th century affected, as it could not be otherwise, to the educational world. 19th legislative and normative regulations show us that, although the musical education was a thoughtful and matter with legal references about its inclusion in primary or elementary school, failed to materialize, in practice, until a century later. Educational past offered to music an important role in its organization of subjects to impart but as we advance in history, it retracts the presence of musical education, until the nonexistence. This way, all the educational analyses were ignored, from Greek philosophy, they had been granted to music an important power in the formative process of the person. The analysis of the whole documentation and legal educational normative of the XIX century, referring to the elementary school, it does not support any discussion in this respect: Seldom, music was included in the official study plans and, even less, it became a reality, so its practice in the classroom was left to the discretion of the musical knowledge of the teachers and their willing to bring it closer to the scholars. Being faithful to the duality of the romantic spirit, this situation took place during the century that granted more value to the music.

  12. Peer-Assisted Learning and Interactions in Inclusive Music Classrooms: Benefits, Research, and Applications

    Science.gov (United States)

    Jellison, Judith; Brown, Laura; Draper, Ellary

    2015-01-01

    Contemporary music classrooms include a beautiful mosaic of individual children from diverse backgrounds, children who vary considerably in their capabilities, interests, and levels of motivation. Some of the variations we observe are related to social skills and knowledge. The effects of appropriate classroom behavior and positive social…

  13. India's Music: Popular Film Songs in the Classroom

    Science.gov (United States)

    Sarrazin, Natalie

    2006-01-01

    Indian film industry is the largest film industry in the world, with an output roughly three times that of Hollywood. This popular world music could easily be an exciting part of a multicultural music education curriculum. This music not only exposes students to an entirely new musical genre and cultural industry, but can also change their…

  14. North Indian Classical Vocal Music for the Classroom

    Science.gov (United States)

    Arya, Divya D.

    2015-01-01

    This article offers information that will allow music educators to incorporate North Indian classical vocal music into a multicultural music education curriculum. Obstacles to teaching North Indian classical vocal music are acknowledged, including lack of familiarity with the cultural/structural elements and challenges in teaching ear training and…

  15. Music Education for All: The raison d’être of Music Schools

    Directory of Open Access Journals (Sweden)

    Baikune De Alba

    2018-05-01

    Full Text Available Music schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical musical training, for both instruments and voice. Their activities are centred in the town or city in which they are located, and their impact extends beyond the educational sphere: music schools are also a social force whose activities stimulate the local cultural scene. This study explores the work carried out by these schools in the Basque Country (Spain, where they have been operating for over 20 years. The analysis focuses on the range of music education they offer, their ability to respond to different demands and needs and how they relate to their social and educational environment. Furthermore, the paper examines whether music schools see other potential areas for growth and development and explores the factors that could positively or negatively impact their ability to achieve their objectives. The study adopts a description-oriented empirical-analytical methodology and applies the SWOT system. A total of 67 schools were included in the study. The results reveal the relevance of this ever-evolving model of education and confirm music schools as a key force in both music education and the sociocultural sphere in this country.

  16. Popular Music and School Music Education: Chinese Students' Preferences and Dilemmas in Shanghai, China

    Science.gov (United States)

    Law, Wing-Wah; Ho, Wai-Chung

    2015-01-01

    This empirical study investigates Chinese students' popular music preferences in daily life and to what extent and in what ways they prefer learning popular music in school in Shanghai, China. Data were drawn from questionnaires completed by 1,730 secondary students (aged 12-17) and interviews with 60 students from 10 secondary schools, between…

  17. "They Wasn't Makin' My Kinda Music": A Hip-Hop Musician's Perspective on School, Schooling, and School Music

    Science.gov (United States)

    Kruse, Adam J.

    2016-01-01

    This article focuses on a hip-hop perspective of school, schooling, and school music. The study involves applications of ethnographic (including autoethnographic) techniques within the framework of a holistic multiple case study. One case is an adult amateur hip-hop musician named Terrence (pseudonym), and the other is myself (a traditionally…

  18. Correlation between Teaching Styles of Candidate Music Teachers and Mentor Music Teachers

    Science.gov (United States)

    Ahmethan, Nurtug Bariseri

    2016-01-01

    Music teacher candidates spend part of their Bachelor education in practice schools with mentor teachers before starting work. Observing music teachers in the classroom empower candidates to understand how music teaching and learning occur in classrooms, and also enlightens them on how mentor teachers teach, which then expands their awareness…

  19. High school music classes enhance the neural processing of speech.

    Science.gov (United States)

    Tierney, Adam; Krizman, Jennifer; Skoe, Erika; Johnston, Kathleen; Kraus, Nina

    2013-01-01

    Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that 2 years of group music classes in high school enhance the neural encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the neural responses of the music training group were earlier than at pre-training, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence.

  20. High school music classes enhance the neural processing of speech

    Directory of Open Access Journals (Sweden)

    Adam eTierney

    2013-12-01

    Full Text Available Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that two years of group music classes in high school enhance the subcortical encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the subcortical responses of the music training group were earlier than at pretraining, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence.

  1. "Are You Only an Applauder?" American Music Correspondence Schools in the Early Twentieth Century

    Science.gov (United States)

    Vogel, Dorothy

    2015-01-01

    The purpose of this study was to examine correspondence schools of music in the early twentieth century. Advertisements in widely circulated household and music periodicals and archival copies of courses from Siegel-Myers Correspondence School of Music, United States School of Music, American College of Music, and others were examined. Research…

  2. Musical Tale as a Reading Comprehension Resource in the Classroom

    Directory of Open Access Journals (Sweden)

    Lucía Martínez Vázquez

    2017-11-01

    Full Text Available Reading comprehension is a complex process, whose teaching involves multiple factors, as highlighted by Psychology, Didactics of languages, and others disciplines. Nevertheless, theoretical frameworks need to be applied by means of innovative practices and resources. The aim of this work is to present an innovation implemented in 2016-2017 in the third year of primary school, in the frame of an action-research, with the objective of reinforcing the learning of reading. In order to cope whit the comprehension difficulties involved in attention and concentration abilities, a didactic intervention was designed with the musical tale as a resource. Different approaches to this sort of text, integrated in diverse activities, facilitated the learning of active listening of tales, expressing reading, and guided the attention of readers to metacognitive strategies. The experience allows better identify some difficulties in the reading process, and prove the usefulness of the musical tale, as a meaningful resource to support the teaching and learning of reading.

  3. Music Learning Based on Computer Software

    OpenAIRE

    Baihui Yan; Qiao Zhou

    2017-01-01

    In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teach...

  4. The status of music in contemporary Nigerian school programme ...

    African Journals Online (AJOL)

    The study investigated the status of music in Nigeria's Secondary school system. Necessary data were collected, analyzed and discussed to bring out the true picture of how music stands when compared with other secondary school subjects. The findings showed that out of the forty different subjects offered in Nigerian ...

  5. Teaching Primary School Music: Coping with Changing Work Conditions

    Science.gov (United States)

    de Vries, Peter Andrew

    2018-01-01

    The changing roles of two primary (elementary) school music teachers are explored in this article, and how these changed roles have impacted on music programmes in their respective schools. Change readiness provides the theoretical framework for investigating the way both teachers responded to their changing roles. The first teacher's role changed…

  6. Music Teachers' Attitudes toward Transgender Students and Supportive School Practices

    Science.gov (United States)

    Silveira, Jason M.; Goff, Sarah C.

    2016-01-01

    The purpose of this study was to measure music teachers' attitudes toward transgender individuals and toward school practices that support transgender students. Participants (N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire…

  7. A Personal Relationship to the Art of Music: A Research Project in Progress from the New York Philharmonic's School Partnership Program

    Science.gov (United States)

    Carrick, Richard; Easton, Hilary; Hong-Park, Jihea; Langlais, Rachel; Mannoia, Richard

    2012-01-01

    Begun in 1994, the New York Philharmonic School Partnership Program (SPP) gives elementary schools the unique opportunity of integrating symphonic music into the school community through collaborations between Philharmonic teaching artists and classroom teachers in full-year residencies. During the three-year curriculum, students gain skills in…

  8. Comparison of voice-use profiles between elementary classroom and music teachers.

    Science.gov (United States)

    Morrow, Sharon L; Connor, Nadine P

    2011-05-01

    Among teachers, music teachers are roughly four times more likely than classroom teachers to develop voice-related problems. Although it has been established that music teachers use their voices at high intensities and durations in the course of their workday, voice-use profiles concerning the amount and intensity of vocal use and vocal load have neither been quantified nor has vocal load for music teachers been compared with classroom teachers using these same voice-use parameters. In this study, total phonation time, fundamental frequency (F₀), and vocal intensity (dB SPL [sound pressure level]) were measured or estimated directly using a KayPENTAX Ambulatory Phonation Monitor (KayPENTAX, Lincoln Park, NJ). Vocal load was calculated as cycle and distance dose, as defined by Švec et al (2003), which integrates total phonation time, F₀, and vocal intensity. Twelve participants (n = 7 elementary music teachers and n = 5 elementary classroom teachers) were monitored during five full teaching days of one workweek to determine average vocal load for these two groups of teachers. Statistically significant differences in all measures were found between the two groups (P vocal loads for music teachers are substantially higher than those experienced by classroom teachers (P vocal load may have immediate clinical and educational benefits in vocal health in music teachers. Copyright © 2011 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  9. Music teaching as a profession. On professionalism and securing the quality of music teaching in Norwegian municipal schools of music and performing arts

    OpenAIRE

    Jordhus-Lier, Anne

    2015-01-01

    ABSTRACT The aim of this article is to reflect on whether and how music teaching can be understood as a profession, by looking into general traits of professions and seeing how they relate to music teaching. The discussion is centred on music teachers in the Norwegian municipal school of music and performing arts (MSMPA). For that reason, this article includes a section on the conditions of music teaching in Norway, as well as a discussion of music teachers’ professional identity. That is ...

  10. Donald Albert Kehrberg, "An Investigation of the Relationships between Musical Aptitude, General Music Achievement, Attitude toward Music, School Music Participation, School Music Achievement, and Students' outside-of-School Environment in a Rural Ethnic Community." A Review.

    Science.gov (United States)

    Krueger, Reynold J.

    1989-01-01

    Critiques a doctoral dissertation that examined the relationships between out-of-school factors and five musical characteristics. Praises the care taken in research design, data collection and analysis, and writing the paper. Suggests that further research is needed on the design and validation of an instrument for measuring music attitude. (LS)

  11. Curricular Pillars in the Elementary General Music Classroom

    Science.gov (United States)

    Howell, Allen C.

    2009-01-01

    Karen, a veteran elementary general music teacher, was bewildered when she learned that none of her students remembered "Peter and the Wolf," a music lesson they have encountered in the past. Conscientious beginning elementary general music teachers like Karen may work diligently to plan instruction that will ensure that national, state, and local…

  12. Educational Benefits of Music in an Inclusive Classroom

    Science.gov (United States)

    Sze, Susan; Yu, Sanna

    2004-01-01

    The purpose of this study is to highlight literature concerning the effects of music therapy on children with disabilities. The paper is organized in the following sections: (1) background of music and children with disabilities, (2) the aims of music therapy, (3) main contributions to cognitive, biopsychosocial development of children with…

  13. Observations of Children with Disabilities in Four Elementary Music Classrooms

    Science.gov (United States)

    Draper, Ellary A.

    2017-01-01

    Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to…

  14. Music Education in Montessori Schools: An Exploratory Study of School Directors' Perceptions in the United States

    Science.gov (United States)

    Rajan, Rekha S.

    2017-01-01

    This exploratory study examined the changing role of music education and the availability of musical experiences for students attending Montessori schools in the Midwestern United States. On a survey instrument designed by the researcher, Montessori school directors (N = 36) from eight states shared descriptions of the current role of music at…

  15. Activism within Music Education: Working towards Inclusion and Policy Change in the Finnish Music School Context

    Science.gov (United States)

    Laes, Tuulikki; Schmidt, Patrick

    2016-01-01

    This study examines how interactions between policy, institutions and individuals that reinforce inclusive music education can be framed from an activist standpoint. Resonaari, one among many music schools in Finland, provides an illustrative case of rather uncommonly inclusive practices among students with special educational needs. By exploring…

  16. Understanding the Transition from School to University in Music and Music Technology

    Science.gov (United States)

    Winterson, Julia; Russ, Michael

    2009-01-01

    This article considers the transition from school to university in Music and Music Technology, continuing the discussion of transitional issues which began in Volume 2 of "Arts and Humanities in Higher Education". The focus of the article is a survey of undergraduates, examining areas that were key to their first experience of studying…

  17. Music therapy with children and adolescents in mainstream schools

    DEFF Research Database (Denmark)

    Carr, Catherine; Wigram, Tony

    2008-01-01

    This article identifies existing research and clinical activity utilising music therapy with mainstream children, and a potential need for music therapy with this client group.  A systematic review was undertaken of music therapy literature relating to work with children in mainstream schools...... to be addressed by the UK government. However further research, service-planning and reorganisation is required.  There is evidence that music therapy is being used with children in mainstream schools both at home and abroad, and both research and clinical reports suggest that music therapy is an effective...... intervention. The review demonstrates that further research is required if music therapy is to be considered an effective intervention to address the needs of mainstream schoolchildren....

  18. Pupils' Perceptions of Informal Learning in School Music Lessons

    Science.gov (United States)

    Hallam, Susan; Creech, Andrea; McQueen, Hilary

    2018-01-01

    Music education has faced considerable challenges in trying to bridge the gap between music in young people's lives and that taking place in the classroom. The 'Musical Futures' initiative aimed to devise new and imaginative ways of engaging young people, aged 11-19, in music activities through a process of informal learning based initially on…

  19. Superconductors in the High School Classroom

    Science.gov (United States)

    Lincoln, James

    2017-01-01

    In this article, we discuss the behavior of high-temperature superconductors and how to demonstrate them safely and effectively in the high school or introductory physics classroom. Included here is a discussion of the most relevant physics topics that can be demonstrated, some safety tips, and a bit of the history of superconductors. In an effort…

  20. Musical Evaluation in a Mexican University Music School: Student Reviews

    OpenAIRE

    José Luis Navarro

    2013-01-01

    Evaluation is one of the components of the educational process that has begun to become increasingly relevant as a result of new educational approaches to learning opportunities. The field of arts education has its educational idiosyncrasies, most perilously “the subjectivity” involved in production and artistic creation attempting to achieve “beauty” or “musicality.” For this reason, the overall educational process, and evaluation of music in particular, should be studied in order to avoid p...

  1. Enabling Tailored Music Programs in Elementary Schools: An Australian Exemplar

    Science.gov (United States)

    McFerran, Katrina Skewes; Crooke, Alexander Hew Dale

    2014-01-01

    Participation in meaningful school music programs is the right of all children. Although music education is widely supported by policy, significant gaps exist in practice in most developed Western countries. These gaps mean the extrinsic and intrinsic benefits associated with participation in tailored programs are not equally available to all…

  2. Music Research in Inclusive School Settings: 1975 to 2013

    Science.gov (United States)

    Jellison, Judith A.; Draper, Ellary A.

    2015-01-01

    A search for music research in inclusive music school settings (1975-2013) resulted in 22 descriptive and experimental studies that can be classified and coded according to settings, participants, research variables, measures of generalization, and effectiveness of the interventions. Half of the studies reported data from both students with…

  3. In the Beginning of the Middle: Curriculum Considerations for Middle School General Music

    Science.gov (United States)

    Giebelhausen, Robin

    2015-01-01

    Middle school general music is an experience that numerous music educators feel underprepared to teach. Because many undergraduate programs spend little time on this teaching scenario and because the challenges of middle school general music are different from those of elementary general music or middle school ensembles, teachers often lack the…

  4. Bringing the Family Tradition in Bluegrass Music to the Music Classroom

    Science.gov (United States)

    Mills, Susan W.

    2009-01-01

    National Standard 9, "understanding music in relation to history and culture," forms the basis for this article about family traditions found in bluegrass music. With historical information about the roots of bluegrass music in the Old Time tradition, the author provides helpful links and instructional strategies to help general music…

  5. Conversations from the Classroom: Reflections on Feminist Music Therapy Pedagogy in Teaching Music Therapy

    Science.gov (United States)

    Hahna, Nicole D.

    2011-01-01

    Four music therapy educators participated in semi-structured, in-depth interviews as part of a qualitative study. The purpose of this study was to explore the phenomena of feminist pedagogy as experienced by music therapy educators using phenomenological inquiry. The study examined the following research questions: (a) do music therapy educators…

  6. Classrooms.

    Science.gov (United States)

    Butin, Dan

    This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

  7. What's to Be Done with the Fox? Inuit Teachers Inventing Musical Games for Inuit Classrooms

    Science.gov (United States)

    Russell, Joan

    2006-01-01

    This paper explores the issue of culturally responsive music curriculum content in the context of a music course that I taught on three occasions for Nunavut Arctic College's Teacher Education Program (NTEP). The 19 Inuit students who attended the course were working toward achieving certification for teaching in Nunavut schools. One of the…

  8. The Relationship between High School Music Activities and the College Student's Musical Independence. (How Musically Important Are All-State Band, Concert Festival, Private Lessons, Marching Contests, Etc.?).

    Science.gov (United States)

    Bobbett, Gordon C.; And Others

    This paper presents a study attempting to identify and evaluate high school activities that impact instrumental student outcome. High school music activities and their impact on student instrumental outcome from a variety of perspectives were examined. There is a subtle difference between musical independence and musical achievement. Musical…

  9. "It's a hurricane! it's a hurricane!": can music facilitate social constructive and sociodramatic play in a preschool classroom?

    Science.gov (United States)

    Love, Angela; Burns, M Susan

    2006-12-01

    Sustaining attention and successfully engaging with others in collaborative play are important accomplishments focused on in preschool classrooms and childcare centers. In addition, music is frequently used in early childhood classrooms, and even recommended as an environmental feature to motivate and regulate children's behavior. Although pretend play provides appealing opportunities for developing these social abilities, no studies to date have explored the use of music as a tool to motivate and sustain constructive and social pretend play. Results from the current study indicate that within 1 preschool classroom, more sustained play (with fewer interruptions) occurred when music played as compared to when no music played in the background. In addition, significantly more dyadic play occurred when slower music played in the background, than when no music played.

  10. School Music and Society: A Content Analysis of the Midwestern Conference on School Vocal and Instrumental Music, 1946-1996

    Science.gov (United States)

    West, Chad

    2013-01-01

    This article provides an analysis of the session content presented in the first fifty years (1946-1996) of the (Michigan) state music education conference," The Midwestern Conference on School Vocal and Instrumental Music." The purpose of this study was to examine instructional techniques, technology, social/societal, and multicultural…

  11. Pedagogical Ideas on Sonic, Mediated, and Virtual Musical Landscapes: Teaching Hip Hop in a University Classroom

    Science.gov (United States)

    Dhokai, Niyati

    2012-01-01

    Based on the experience of teaching the history of American hip hop music to a classroom of Canadian university students, the author considers the disjuncture between the cultural orientations of herself and her students. The author considers teaching methods to solve the place-based disjuncture that often occurs when teaching genres such as hip…

  12. The History of Korean School Music Education

    Science.gov (United States)

    Choi, Mi-Young

    2007-01-01

    Music education does not exist independently, but is influenced by changes in society. Music educators must be responsive to those influences. By relating music education to political, economic, social, cultural and educational developments in the Republic of Korea during the period from 1945 to 2005, this article aims to put that education in a…

  13. Music Education in the Curriculum of Ohio Charter Schools

    Science.gov (United States)

    Hedgecoth, David M.

    2017-01-01

    The purpose of the current investigation is to examine the extent to which music education is present in the curriculum of Ohio charter schools. These community schools, as they are identified within the state, enroll over 120,000 students across Ohio. While the mission and focus of these schools are easily found in promotional literature and…

  14. Case studies of non-formal music education

    NARCIS (Netherlands)

    Kors, Ninja

    2005-01-01

    Non-formal music education is the field of music education outside the regular school curriculum, and delivered by music teachers / music leaders other than the teacher in the classroom. The main body of this research consists of case studies in the Netherlands. In addition there is a number of case

  15. Teachers' Guide to Music Appreciation III A and III B in the Senior High School.

    Science.gov (United States)

    Scott, J. Mark; Dawkins, Barbara R.

    This guide to music appreciation courses was developed for use in senior high schools in Duval County, Jacksonville, Florida. Music Appreciation III A examines the development of music, from the Gothic period through the Classical period. Music Appreciation III B examines the development of music from the Romantic period through the 1970s.…

  16. Music for raising awareness, music for joy”, dealing with disability at the Secondary School

    Directory of Open Access Journals (Sweden)

    Pablo Ramos Ramos

    2016-03-01

    Full Text Available We describe and analyze the results of the project “Music for raising awareness, music for joy”, developed by the music department of the Joan Coromines Secondary School. The main objective was to bring disability’s reality to teenagers through the direct contact with disable people and through emotional implication. The participants in the project were both a group of low-academic- performance teenagers and a group of adult disabled people. The cooperative work between both groups culminated with the recording of “The rap of disability”.

  17. Processes of self-regulated learning in music theory in elementary music schools in Slovenia

    OpenAIRE

    Peklaj, Cirila; Smolej-Fritz, Barbara

    2015-01-01

    The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship between these processes. A total of 457 fifth- and sixth- grade students from 10 different elementary music schools in Slovenia participated in the...

  18. Music Enhances Learning.

    Science.gov (United States)

    Campabello, Nicolette; De Carlo, Mary Jane; O'Neil, Jean; Vacek, Mary Jill

    An action research project implemented musical strategies to affect and enhance student recall and memory. The target population was three suburban elementary schools near a major midwestern city: (1) a kindergarten classroom contained 32-38 students; (2) a second grade classroom contained 23 students and five Individualized Education Program…

  19. School and classroom effects on bullying and peer victimization.

    OpenAIRE

    Galand, Benoît; Baudoin, Noémie; Hospel, Virginie; 28th International Congress of Applied Psychology

    2014-01-01

    Rationale. Most studies about bullying focused on individual characteristics of bullies and victims. Only very few studies have investigated the effect of school and classroom factors on bullying. These studies indicated that between-classroom variance is higher than between-school variance. From theoretical and practical points of view, one key issue is to know if those school and classroom effects are related to educational practices rather than to the composition of the student body. At th...

  20. Eduquemos con Musica (Let's Educate with Music).

    Science.gov (United States)

    Leiva, Raquel Ojeda

    This elementary and preschool music textbook is designed to reflect Latin America and Caribbean Island cultures and to be useful in both school classrooms and in teacher training courses. Short, easy to learn songs, illustrated pages, and 10 musical games are combined to teach musical forms, rhythm, auditory discrimination, language usage, motor…

  1. Another Perspective: Teaching Music to Millennial Students

    Science.gov (United States)

    Abrahams, Frank

    2015-01-01

    In an increasingly connected world, our students are listening to and making music outside the school context. As music educators, we need to better understand the media they use and incorporate this technology in our daily teaching to enhance music literacy in our classrooms.

  2. Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

    Science.gov (United States)

    Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

    2015-04-01

    Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  3. Teachers' and Students' Music Preferences for Secondary School Music Lessons: Reasons and Implications

    Science.gov (United States)

    McQueen, Hilary; Hallam, Susan; Creech, Andrea

    2018-01-01

    This paper is based on the data collected from a longitudinal study of seven maintained, secondary schools in England that have adopted Musical Futures as an approach to teaching music. The research had a particular focus on key stage 3 (11-14). For the purposes of this paper, data gained from 18 music staff and 325 student interview…

  4. Noela Hogg, Music Educator: Reminiscences of a Past Student

    Science.gov (United States)

    Burke, Harry

    2014-01-01

    Continual changes to Victorian secondary education since the 1990s have severely effected the teaching of classroom music in many schools. Similar to the 1970s-1980s, there is a need for music educators and teachers to develop innovative concepts and insights into teaching school music. From 1975 to 1984, a group of determined women…

  5. Pop-Culture Pedagogy in the Music Classroom: Teaching Tools from "American Idol" to YouTube

    Science.gov (United States)

    Biamonte, Nicole, Ed.

    2010-01-01

    Teachers the world over are discovering the importance and benefits of incorporating popular culture into the music classroom. The cultural prevalence and the students' familiarity with recorded music, videos, games, and other increasingly accessible multimedia materials help enliven course content and foster interactive learning and…

  6. A Graduate Course on Inclusion: Four Elementary/General Music Educators' Perceived Attitudes and Applications in the Classroom

    Science.gov (United States)

    Davila, Giovanna Adelia

    2013-01-01

    The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th,…

  7. Preschool Teachers' Use of Music in the Classroom: A Survey of Park District Preschool Programs

    Science.gov (United States)

    Rajan, Rekha S.

    2017-01-01

    The purpose of this study was to explore how preschool teachers use music and identify the types of music activities available to children in their classrooms. Preschool teachers (N = 178) at park district programs throughout a large state in the American Midwest responded to an online questionnaire. Although teachers acknowledged using music…

  8. An Examination of Physical Education Teachers' Perceptions of Utilizing Contemporary Music in the Classroom Environment: A Qualitative Approach

    Science.gov (United States)

    Barney, David C.; Pleban, Francis T.

    2018-01-01

    Objectives: To provide further information regarding physical education (PE) teachers' perceptions of incorporating music in PE lessons and to evaluate the influence of music on the classroom environment using a qualitative approach. Method: Electronic survey interviews were conducted with 26 veteran PE instructors (10 male, 16 female), from 7…

  9. Queering Informal Pedagogy: Sexuality and Popular Music in School

    Science.gov (United States)

    Abramo, Joseph Michael

    2011-01-01

    This qualitative case study explores how students' perceptions of sexual identity affect how they participate in popular music processes used in school. Seventeen high school students were invited to form five single-gendered and mixed-gendered rock bands. The data collected included fieldnotes and audio recordings of observed rehearsals and…

  10. Singapore International Schools: Best Practice in Culturally Diverse Music Education

    Science.gov (United States)

    Cain, Melissa Anne

    2010-01-01

    This paper explores the preliminary outcomes of research into the place and role of cultural diversity in primary music classes at five International Schools in Singapore. It highlights the ways in which school philosophy, policy, curriculum and in-service training influence teacher practice. The research provides insights into the challenges…

  11. Error "Reflection": Embracing Growth Mindset in the General Music Classroom

    Science.gov (United States)

    Davis, Virginia Wayman

    2017-01-01

    As music teachers, part of the job description involves the detection of student errors and the use of our experience and education to eliminate them. This article is an exploration of the role of error in the learning process, with the goal of recognizing mistakes not as an enemy to be vanquished but as a friend with much to teach us. Carol…

  12. Developing Musical Creativity through Improvisation in the Large Performance Classroom

    Science.gov (United States)

    Norgaard, Martin

    2017-01-01

    Improvisation is an ideal way to develop musical creativity in ensemble settings. This article describes two prominent theoretical frameworks related to improvisation. Next, based on research with developing and expert improvisers, it discusses how to sequence improvisatory activities so that students feel accomplished at every step. Finally, the…

  13. Student Teachers' Conceptions of Creativity in the Secondary Music Classroom

    Science.gov (United States)

    Kokotsaki, Dimitra

    2011-01-01

    This study aims to explore the meaning of the concept of creativity from the perspective of student teachers pursuing a one year teacher training course following their first degree. Seventeen student teachers following a specialist music teaching route in secondary education were selected as the sample for this study to offer their understanding…

  14. Music Learning Based on Computer Software

    Directory of Open Access Journals (Sweden)

    Baihui Yan

    2017-12-01

    Full Text Available In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teachers have not found a reasonable countermeasure to them. Against this background, the introduction of computer music software to music learning is a new trial that can not only cultivate the students’ initiatives of music learning, but also enhance their abilities to learn music. Therefore, it is concluded that the computer software based music learning is of great significance to improving the current music learning modes and means.

  15. Toward a New Vision of Equality: Perspectives of Male Teachers in the Elementary Music Classroom

    Science.gov (United States)

    Lesser, Andrew

    2017-01-01

    Research concerning men working in predominantly female environments has suggested that stereotyping can occur when gender norms are violated, such as men teaching at the elementary school level. The present study investigated the presence and perspectives of male elementary school music teachers in specific geographical regions of the…

  16. Jumping through "Loops": A Reflective Study on Preparing Generalist Pre-Service Teachers to Teach Music

    Science.gov (United States)

    Heyworth, John

    2011-01-01

    Generalist classroom teachers are being given more responsibility for music education in their schools. How confident and competent are they to do this? I find myself in a position where I am expected to train pre-service generalist teachers to be able to facilitate music in their future classrooms within one unit of music study over a four year…

  17. High School Music Programmes as Potential Sites for Communities of Practice--A Canadian Study

    Science.gov (United States)

    Countryman, June

    2009-01-01

    My exploration of the nature of the high school music experience was undertaken with 33 young adults who had graduated from high school one to six years previous to the data collection. All of these participants had been involved in their school music programmes and 30 had not continued formal music study following graduation. One might predict…

  18. Number 13 / Part I. Music. 7. Grounds of Absolute Pitch Development in Yamaha Music School

    Directory of Open Access Journals (Sweden)

    Iușcă Dorina

    2017-03-01

    Full Text Available Absolute pitch is defined as the ability to identify the pitch class of a certain given sound without the aid of an external reference pitch (Takeuchi & Hulse, 1993; Deutsch, 2002. The incidence of absolute pitch is extremely rare among the general population, respectively 1 in 10.000 people and it depends on testing conditions such as the number of identified sounds, pitch Chroma, pitch height, timbre, register or requested reaction time, and also on subjects musical training commencing and Eastern-Asian origins. The way absolute pitch develops is described by three models: the tone language theory, the early training theory and the genetic theory. The early training theory states that absolute pitch appears due to the beginning of musical lessons during a critical development period situated before the age of 6. The educational implications of this theory are revealed in the principles and activities of Yamaha Music School which employs didactic strategies that naturally develop absolute pitch. Yamaha Music School is the largest private music education system from Japan, established by Torakusu Yamaha in 1954. Up to this day it has extended in 40 countries from Europe, Asia and the American continents, as it has about 710 million students and 30.000 teachers. The present study aims to illustrate a detailed analysis of the way the learning experiences offered by Yamaha School lead to the development of absolute pitch.

  19. The Rhythm's Gonna Get Ya'--Background Music in Primary Classrooms and Its Effect on Behaviour and Attainment

    Science.gov (United States)

    Bloor, Andrew J.

    2009-01-01

    Three classes in different primary schools in a west London borough were given four tests, two with music and two with silence, to see if the music had a measurable effect on the behaviour and attainment of the children during tests. The results were then cross-referenced with the children's self-evaluation of their own musicality to ascertain if…

  20. Classroom Carbon Dioxide Concentration, School Attendance, and Educational Attainment

    Science.gov (United States)

    Gaihre, Santosh; Semple, Sean; Miller, Janice; Fielding, Shona; Turner, Steve

    2014-01-01

    Background: We tested the hypothesis that classroom carbon dioxide (CO[subscript 2]) concentration is inversely related to child school attendance and educational attainment. Methods: Concentrations of CO[subscript 2] were measured over a 3-5?day period in 60 naturally ventilated classrooms of primary school children in Scotland. Concentrations of…

  1. The Blended Classroom Revolution: Virtual Technology Goes to School

    Science.gov (United States)

    Weil, Marty

    2009-01-01

    While virtual schools, which currently serve only a tiny fraction of the nation's 48 million K-12 students, get all the buzz, a much bigger, largely untold story of online learning is unfolding in America's brick-and-mortar classrooms: a simple yet profound merger of virtual-school technology and the traditional classroom is taking place. This…

  2. Self-regulated processes as predictors of students' achievement in music theory in Slovenian elementary music schools

    OpenAIRE

    Barbara Smolej Fritz; Cirila Peklaj

    2010-01-01

    The aim of the present research was to examine the relation between processes of selfregulated learning and achievement in Music Theory (MT), a basic and obligatory subject in Slovenian music schools. A total of 457 fifth- and sixth- grade students (153 boys and 303 girls) from 10 different elementary music schools in Slovenia participated in the study. Students completed a questionnaire about affective-motivational processes and a questionnaire about (meta)cognitive processes of selfregulate...

  3. Music therapy assessment in school settings: a preliminary investigation.

    Science.gov (United States)

    Wilson, B L; Smith, D S

    2000-01-01

    The present investigation was undertaken in response to music therapists working in school settings for information relating to the availability of music therapy assessments and the feasibility of standardizing an assessment instrument for music therapists to use in school settings. Five research questions were identified, and the music therapy literature was surveyed to compile responses to those questions. Three different online data bases (ERIC, PsycINFO, and Article 1st) were used, covering articles published between 1980 and 1997. Individual hand searches were done of the Arts in Psychotherapy, Journal of Music Therapy, Journal of Research in Music Education, Journal of the International Association of Music for the Handicapped, Music Therapy and Music Therapy Perspectives. The questions and responses were as follows: 1. Which music-based assessment tools are being used with children with disabilities? Little commonality in assessment tools being used by music therapists and researchers was discovered. Of the total 41 studies, 20 (49%) reported using a "named" or "titled" assessment tool, and in the remaining 51% of studies, the authors reported using an untitled, and usually experimenter-designed, original assessment tool. 2. Have certain assessments been used in more than one study? Very limited replication of existing assessments was found. Of the 16 "named" assessments, only 3 were found to be used in more than one research study. 3. Are the actual assessments published along with the articles describing their use? Only 3 of the 20 studies using named assessments were published along with the journal article. Of the remaining 21 studies using original, experimenter-designed assessment tools, only 6 (28%) had the assessment instrument published with the article. 4. What is the primary purpose for using the assessment? Six primary purposes emerged from the review of the literature: to compare with data obtained from other assessment measures or from other

  4. The Decline and Revival of Music Education in New South Wales Schools, 1920-1956

    Science.gov (United States)

    Chaseling, Marilyn; Boyd, William E.

    2014-01-01

    This paper overviews the decline and revival of music education in New South Wales schools from 1920 to 1956. Commencing with a focus on vocal music during the period up to 1932, a time of decline in music teaching, the paper examines initiatives introduced in 1933 to address shortcomings in music education, and the subsequent changes in…

  5. Effects of Music on Physical Activity Rates of Junior High School Physical Education Students

    Science.gov (United States)

    Brewer, Lindsey; Barney, David C.; Prusak, Keven A.; Pennington, Todd

    2016-01-01

    Music is an everyday occurrence in a person's life. Music is heard in the workplace, in homes, and in the mall. Music can also be heard as a person exercises. Therefore, the purpose of this study was to examine the effects of music on junior high students (n = 305) step counts and time in activity in junior high school physical education classes.…

  6. Aural Skills: At the Juncture of Research in Early Reading and Music Literacy

    Science.gov (United States)

    Hansen, Dee; Milligan, Sarah A.

    2012-01-01

    Pressure on music educators to accommodate reading initiatives in their schools continues to challenge genuine music-learning experiences. Children are taken out of music classrooms for additional reading time, although mounting research informs us of the value of music as a formidable avenue for developing crucial auditory skills needed for…

  7. Developing a Critical Consciousness for Diversity and Equity among Preservice Music Teachers

    Science.gov (United States)

    Robinson, Nicole R.

    2017-01-01

    For approximately 50 years, music education scholars have purported the need for more diversity training among preservice music teachers. This call has become increasingly urgent as contemporary preservice music teachers encounter the most ethnically and culturally diverse classrooms in public school history. Although preservice music teachers may…

  8. The elementary school musical as an authentic, integrated performing arts experience

    OpenAIRE

    Bespflug, Kevin Sean

    2009-01-01

    While musicals are often common arts activities in high schools in North America, little has been written about their place in elementary schools. This is surprising when many elementary schools, particularly independent schools, are starting to include them in their fine arts programming. This thesis looks carefully at the elementary school musical by first undertaking a review of literature connected to the staging of musicals. The research and writings of various theorists and educators ar...

  9. Jovens estudantes de música na cibercultura musical: facebook e educação musical 2.0

    OpenAIRE

    Bechara, Silvia Regina de Camera Corrêa [UNESP

    2015-01-01

    My experiences with young people in the classroom, observing their dynamics in transit in different contexts - online, offline, school, music - awakened in me the curiosity to better understand how to get along these relationshi ps, and in what this implied a Musical Education contemporaneity. Thus, this research deals with the interactions between young music students and music cyberculture in Facebook social media and its implications for the field of music education. It also proposes to un...

  10. A High-Tech Makeover for School Music

    Science.gov (United States)

    Marowitz, David R.

    2011-01-01

    Because people today are accustomed to listening to electronic instruments, school music ensembles need to rise to the challenge of reflecting present-day culture by doing a "contemporary makeover". This is all-important if ensembles are to command student respect and attract new members. With a creative mindset and openness to innovation, one can…

  11. Measuring the Sources of Self-Efficacy among Secondary School Music Students

    Science.gov (United States)

    Zelenak, Michael S.

    2015-01-01

    The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants (N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following: (1) How much…

  12. After-school music educational activities as a part of professional training of future teacher

    Directory of Open Access Journals (Sweden)

    Iryna Lypa

    2017-03-01

    Full Text Available The article deals with the problem of preparing students for extracurricular musical andeducational activities in secondary school and highlighted ways of combining music andperformance and outreach for individual classes of musical subjects analyzed featuresbetween teachers and students in the development plan and the educational content of themusic and creative project.Key words: musical and educational activities, educational and creative musical project,tutoring, teacher-student collaboration.

  13. Music in Beginning Teacher Classrooms: A Mismatch between Policy, Philosophy, and Practice

    Science.gov (United States)

    Webb, Linda

    2016-01-01

    This paper identifies a range of positions and perspectives that impacted on New Zealand beginning primary (elementary) generalist teacher's preparedness to teach music in relation to: government policy, curriculum and Graduating Teacher Standards requirements; and teacher educators' and school principals' expectations of them. The complex web of…

  14. Wellbeing in the Secondary Music Classroom: Ideas from Hero's Journeys and Online Gaming

    Science.gov (United States)

    Countryman, June; Stewart Rose, Leslie

    2017-01-01

    This paper explores the idea that wellbeing and healthy development should be the central goal of school music programs. After establishing a framework of student wellbeing, the metaphor of rites of passage experiences is employed--through Joseph Campbell's hero's journey and Jane McGonigal's analysis of the benefits of online gaming--as one way…

  15. Mindcrime and Doublethink: Using Music to Teach Dystopian Literature

    Science.gov (United States)

    Rubin, Daniel Ian

    2011-01-01

    It is essential that language arts teachers attempt to incorporate nonprint materials in their classrooms, such as music, film, and art, to involve, engage, and motivate a new generation of students. Using music in the classroom has shown to be effective from the elementary school level all the way to the university level. Using various forms of…

  16. Middle School Drum Ensemble: An Unlikely Experience in Classroom Democracy

    Science.gov (United States)

    Barbre, James

    2013-01-01

    Though music has a long and successful history within education, it is often one of the first sacrificial lambs when school budgets tighten. Over the course of an academic year, a documentary film sought to tell the story of an American middle school drum ensemble. The context of this group provided an ideal way to examine the nature of student…

  17. Photographs and Classroom Response Systems in Middle School Astronomy Classes

    Science.gov (United States)

    Lee, Hyunju; Feldman, Allan

    2015-01-01

    In spite of being readily available, photographs have played a minor and passive role in science classes. In our study, we present an active way of using photographs in classroom discussions with the use of a classroom response system (CRS) in middle school astronomy classes to teach the concepts of day-night and seasonal change. In this new…

  18. Communicative Approach: classroom interaction at High School (a ...

    African Journals Online (AJOL)

    Even though Communicative Approach is vast in its depth and breadth, classroom interaction is an indispensable component of it. Therefore, this research work endeavored to look in to the three elements of classroom interaction (individual participation, pair, and group formation) at grade ten classes of high school.

  19. The Effect of Classroom Walkthroughs on Middle School Teacher Motivation

    Science.gov (United States)

    Dickenson, Karen Nadean

    2016-01-01

    The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the…

  20. The Dance of Elementary School Classroom Management

    Science.gov (United States)

    Powell, Pamela

    2014-01-01

    At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…

  1. A Safe Education for All: Recognizing and Stemming Harassment in Music Classes and Ensembles

    Science.gov (United States)

    Carter, Bruce Allen

    2011-01-01

    This article addresses the pervasiveness of harassment in schools in the United States and presents ways to recognize and stem bullying in music classrooms. Music educators are in a unique position to recognize atypical behaviors in their students. Music educators who teach middle and high school ensembles often retain the same students in their…

  2. Supporting primary school teachers in differentiating in the regular classroom

    NARCIS (Netherlands)

    Eysink, Tessa H.S.; Hulsbeek, Manon; Gijlers, Hannie

    Many primary school teachers experience difficulties in effectively differentiating in the regular classroom. This study investigated the effect of the STIP-approach on teachers' differentiation activities and self-efficacy, and children's learning outcomes and instructional value. Teachers using

  3. Music as Engaging, Educational Matrix: Exploring the Case of Marginalised Students Attending an "Alternative" Music Industry School

    Science.gov (United States)

    Cleaver, David; Riddle, Stewart

    2014-01-01

    "Harmony High" is an alternative school where music functions as an educational magnet to attract marginalised students who have disengaged from the mainstream. Through an investigation of the student perspective, we discover that while acting as a magnet, music also becomes the educational matrix or "heart and soul" that helps…

  4. Musical Tale as a Reading Comprehension Resource in the Classroom

    OpenAIRE

    Lucía Martínez Vázquez; Eva María Iñesta Mena

    2017-01-01

    Reading comprehension is a complex process, whose teaching involves multiple factors, as highlighted by Psychology, Didactics of languages, and others disciplines. Nevertheless, theoretical frameworks need to be applied by means of innovative practices and resources. The aim of this work is to present an innovation implemented in 2016-2017 in the third year of primary school, in the frame of an action-research, with the objective of reinforcing the learning of reading. In order to cope whit t...

  5. The house of "Seu Zé" - music and sexuality in school

    Directory of Open Access Journals (Sweden)

    José Carlos Teixeira Junior

    2016-04-01

    Full Text Available This article discusses some issues that traverse the relationship between music and sexuality in everyday life in a public school. To do so, I intend to accomplish this thread following a path suggested by Benjamin: narrative as a college (apparently inalienable, but often the withdrawal to exchange experiences. Assume this position is justified by the fact that the narrative consists of a significant part of the complex relationship between ethics and aesthetics. Narrating not mean to convey the pure thing in itself, as an information or report, but soak the thing in the life of the reporter in order to extract it from her again. In other words, music and sexuality discussed in the following pages are in no way absolutized (not relativized, but dipped in everyday encounters that weave the position of teacher in music. Thus, the ambivalence of a practice of playing (and hear music at school (more specifically the songs sampled on the Beatbox called funk-whoring emerges both the normativity of a stereotype of pornography as well as the tensions of his most different processes of subjectification . These processes complicate this same stereotype to spell out opportunities to speak with sexuality beyond its binaries.

  6. Improving classroom practices: the impact of leadership, school organizational conditions, and teacher factors

    NARCIS (Netherlands)

    Thoonen, E.E.J.

    2012-01-01

    Schools are challenged to improve classroom practices as they are expected to enhance students’ motivation. While leadership, school organizational conditions and teacher factors are considered essential for improving classroom practices, more should be known about the interplay between school

  7. Informal Learning in Music in the Irish Secondary School Context

    Science.gov (United States)

    Downey, Jean

    2009-01-01

    In her book "Informal Learning and the School: A new classroom pedagogy" Lucy Green notes: "The issues ... centre around the importance of listening to young people's voices and taking their values and their culture seriously" (Green, 2008, p. 185). It can be argued that for young people, "their culture" is frequently…

  8. Tuvan music in schools in the United States

    Directory of Open Access Journals (Sweden)

    Sean P. Quirk

    2017-06-01

    Full Text Available The essay sums up the author’s reflections in the field of musical anthropology, with the focus on how ethnic music is understood by listeners with a different cultural background. The author was born and grew up in the USA. He graduated from Macalester College in Saint Paul, MN with a bachelor’s degree in music and classical languages. On a Fulbright grant, in 2003 he first came to Tuva to study Tuvan throat singing, culture and language. He took classes from many famous xöömeiji of Tuva. During his subsequent visits, the author improved his command of the xöömei (as well as the Tuvan language, which he speaks fluently and worked in the National Orchestra of Tuva. In 2008 he was awarded the title of People’s Artist of Tuva. Since 2015, he has worked at the Center for the Tuvan Traditional Arts and Crafts, while continuing to perform with the National Orchestra of Tuva. Since 2006, he has also worked with Alash, a Tuvan folklore music band. As their manager, producer, sound engineer and translator, the author organized a number of tours around the world, visiting many countries. He also produced their three studio albums. A number of concerts took place at US educational institutions (schools and colleges. In this article, the author focuses on the reactions from people who for the first time in their lives had heard Tuvan music with the astounding effect it usually has on its audience. His observations in anthropology are of significant interest for such fields as musical studies, cultural anthropology, psychology, cultural studies, etc.

  9. Organizational Identity in the History of the Longy School of Music

    Science.gov (United States)

    Powell, Alex

    2014-01-01

    The Longy School of Music existed as an independent organization from 1915 until 2012, when it was acquired by Bard College. Founded to provide vocational training in music, the Longy School soon expanded by adding preparatory studies for children and continuing studies for avocational learners. The school struggled throughout much of its history…

  10. Portraits of Pre-Service Classroom Teachers: Exploring Intentions to Integrate Music through the Lens of the Theory of Planned Behavior

    Science.gov (United States)

    Harney, Kristin

    2014-01-01

    The primary purpose of this short-term study was to examine pre-service classroom teachers' intentions to integrate music in their future classrooms. Using the theory of planned behavior (Fishbein & Ajzen, 2010) as a framework, and embedded, multiple-case study design, I developed case studies of six pre-service classroom teachers enrolled in…

  11. Who Gets to Play? Investigating Equity in Musical Instrument Instruction in Scottish Primary Schools

    Science.gov (United States)

    Moscardini, Lio; Barron, David S.; Wilson, Alastair

    2013-01-01

    There is a widely held view that learning to play a musical instrument is a valuable experience for all children in terms of their personal growth and development. Although there is no statutory obligation for instrumental music provision in Scottish primary schools, there are well-established Instrumental Music Services in Local Education…

  12. Survey of Music Programs at State Residential Schools for Blind Students

    Science.gov (United States)

    Kahler, Edward P.; Coleman, Jeremy M.; Molloy-Daugherty, Della

    2018-01-01

    Currently, students with visual impairments are the least represented disability group in the music education literature (Brown & Jellison, 2012). The purpose of the descriptive investigation presented here was to identify the types of music programs and instructional music strategies utilized by students in state schools. All three of the…

  13. Music Therapy in Schools: Working with Children of All Ages in Mainstream and Special Education

    Science.gov (United States)

    Tomlinson, Jo, Ed.; Derrington, Philippa, Ed.; Oldfield, Amelia, Ed.

    2011-01-01

    The majority of music therapy work with children takes place in schools. This book documents the wealth and diversity of work that music therapists are doing in educational settings across the UK. It shows how, in recent years, music therapy has changed and grown as a profession, and it provides an insight into the trends that are emerging in this…

  14. Interactive Whiteboards and All that Jazz: The Contribution of Musical Metaphors to the Analysis of Classroom Activity with Interactive Technologies

    Science.gov (United States)

    Beauchamp, Gary; Kennewell, Steve; Tanner, Howard; Jones, Sonia

    2010-01-01

    The teacher's role has often been described as one of "orchestration", and this musical analogy is a powerful one in characterising the manipulation of features in the classroom setting in order to generate activity or "performance" which leads to learning. However, a classical view of orchestration would fail to recognise the extent to which…

  15. A Classroom Observational Study of Qatar's Independent Schools: Instruction and School Reform

    Science.gov (United States)

    Palmer, Douglas J.; Sadiq, Hissa M.; Lynch, Patricia; Parker, Dawn; Viruru, Radhika; Knight, Stephanie; Waxman, Hersh; Alford, Beverly; Brown, Danielle Bairrington; Rollins, Kayla; Stillisano, Jacqueline; Abu-Tineh, Abdullah M. Hamdan; Nasser, Ramzi; Allen, Nancy; Al-Binali, Hessa; Ellili, Maha; Al-Kateeb, Haithem; Al-Kubaisi, Huda

    2016-01-01

    Qatar initiated a K-12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29…

  16. Language Genre Transitions in a Secondary School Physics Classroom

    Science.gov (United States)

    Bower, M. W.; Ellerton, N. F.

    2007-01-01

    The research reported in this paper addressed the nature of transitions between language genres in school physics. In this qualitative study, quasi-ethnographic methods were employed to understand the culture of one secondary school physics classroom in the USA. One teacher and his physics students were the participants. The teacher was…

  17. Establishing the Unitary Classroom: Organizational Change and School Culture.

    Science.gov (United States)

    Eddy, Elizabeth M.; True, Joan H.

    1980-01-01

    This paper examines the organizational changes introduced in two elementary schools to create unitary (desegregated) classrooms. The different models adopted by the two schools--departmentalization and team teaching--are considered as expressions of their patterns of interaction, behavior, and values. (Part of a theme issue on educational…

  18. Investigating EFL Classroom Interaction Process in Iraqi Intermediate Schools

    Directory of Open Access Journals (Sweden)

    Muna Mohammed Abbas Alkhateeb

    2017-09-01

    Full Text Available In recent times, the traditional interaction structures of English both language classrooms and roles of teachers and students are gradually changing. This marks the shift from the teacher-centered classrooms to student-centered classrooms; moving towards ‘student-centered learning’ and‘collaborative working modes’. The contemporary educational world views teachers and students as communicators. In such situations students get more opportunity to ‘participate’, ‘observe’, ‘reflect on’ and ‘practice social ways’. These opportunities expose the students to a more ‘meaning-making’ and ‘knowledge construction processes’. The shift from traditional teaching and learning process to the contemporary one has posed great challenges for teachers, who are always working under pressure to complete the syllabus designed for the academic year. In such a situation it is very important to ascertain if this idea of student-centered classroom is present in the recent classroom. Educationally oriented research into classroom interaction makes it essential for further studies into the classroom interaction in the modern classroom. Hence, this study aims to observe the interaction process that takes place in English classrooms of four government schools in Hilla (Centre of Babylon Governorate. This paper also suggests measures to improve classroom interaction and language learning in the English classes. The main findings from the study are as follows: (a the classroom interaction is teacher-centered, (b teachers partially facilitate learning, the classrooms are controlled by teachers (c the ratio of the teacher-talk is more than student-talk."

  19. Promote Data Collection about Your Music Program

    Science.gov (United States)

    Teaching Music, 2007

    2007-01-01

    This article discusses what one should know about collecting data on the status of arts programs at the school, district, or state level and what role a music educator in the classroom can play in gathering the types of factual information about programs that administrators and other decision makers need. Factual information about music programs…

  20. BioMusic in the Classroom: Interdisciplinary Elementary Science and Music Curriculum Development

    Science.gov (United States)

    Carrier, Sarah; Wiebe, Eric N.; Gray, Patricia; Teachout, David

    2011-01-01

    Policymakers and industry leaders are calling for a 21st century education that is more interdisciplinary in nature, including the ability to solve problems and think creatively. Traditional teaching practices that present subjects as separate and distinct disciplines do not encourage students to make connections between subjects in school and in…

  1. Educating the Music User

    Science.gov (United States)

    Adams, Mark C.

    2016-01-01

    To better serve students' evolving needs in music, music educators must connect classroom learning with how students use and interact with music in their daily lives. One way to accomplish this is by approaching classrooms with the music user in mind, which can open new possibilities for meaningful music making and remove students from the…

  2. Music

    OpenAIRE

    Deinert, Herbert

    2010-01-01

    The musical ending [of Goethe's Novelle] recalls the fascination with "music as metaphor", "the power of music", among recent and contemporary poets from Pope and Dryden and Collins to E.T.A. Hoffmann and Kleist and, of course to Goethe himself. Music saves Faust's life on Easter morning at the end of a dreadful night, and we'll encounter a similar role of music in his Trilogie der Leidenschaft which we'll read in this context.

  3. Flute Teachers’ One-to-One Instructional Strategies at Individual Teaching Stages in Music School

    Directory of Open Access Journals (Sweden)

    Ana Kavčič Pucihar

    2017-12-01

    Full Text Available This article focuses on one-to-one studio based instrumental instruction in music schools. Some novelties in the music school woodwind curricula are presented within various contexts. Teacher – student relationship, their interactions, and knowledge transfer are essential in individual instrumental instruction. The learning process is systematically structured within six teaching stages, ranging from new content presentation to learning reviews. We examined music school flute teachers’ beliefs (N=78 about teaching stages in individual studio based instruction. We researched their new content teaching strategies, guided practice and reinforcement, feedback, homework monitoring strategies, formative review and assessment within music studio academic year.

  4. Big Bang! An Evaluation of NASA's Space School Musical Program for Elementary and Middle School Learners

    Science.gov (United States)

    Haden, C.; Styers, M.; Asplund, S.

    2015-12-01

    Music and the performing arts can be a powerful way to engage students in learning about science. Research suggests that content-rich songs enhance student understanding of science concepts by helping students develop content-based vocabulary, by providing examples and explanations of concepts, and connecting to personal and situational interest in a topic. Building on the role of music in engaging students in learning, and on best practices in out-of-school time learning, the NASA Discovery and New Frontiers program in association with Jet Propulsion Laboratory, Marshall Space Flight Center, and KidTribe developed Space School Musical. Space School Musical consists of a set of nine songs and 36 educational activities to teach elementary and middle school learners about the solar system and space science through an engaging storyline and the opportunity for active learning. In 2014, NASA's Jet Propulsion Laboratory contracted with Magnolia Consulting, LLC to conduct an evaluation of Space School Musical. Evaluators used a mixed methods approach to address evaluation questions related to educator professional development experiences, program implementation and perceptions, and impacts on participating students. Measures included a professional development feedback survey, facilitator follow-up survey, facilitator interviews, and a student survey. Evaluation results showed that educators were able to use the program in a variety of contexts and in different ways to best meet their instructional needs. They noted that the program worked well for diverse learners and helped to build excitement for science through engaging all learners in the musical. Students and educators reported positive personal and academic benefits to participating students. We present findings from the evaluation and lessons learned about integration of the arts into STEM education.

  5. Drawing a Line in Water: Constructing the School Censorship Frame in Popular Music Education

    Science.gov (United States)

    Kallio, Alexis Anja

    2015-01-01

    The apparent ideological tensions between popular musics and formal school contexts raise significant issues regarding teachers' popular repertoire selection processes. Such decision-making may be seen to take place within a school censorship frame, through which certain musics and their accompanying values are promoted, whilst others are…

  6. Proper and incorrect body posture in students from music schools

    OpenAIRE

    Hadlich, Roland

    2017-01-01

    Hadlich Roland. Proper and incorrect body posture in students from music schools. Journal of Education, Health and Sport. 2017;7(2):562-584. eISSN 2391-8306. DOI http://dx.doi.org/10.5281/zenodo.556100 http://ojs.ukw.edu.pl/index.php/johs/article/view/4405 The journal has had 7 points in Ministry of Science and Higher Education parametric evaluation. Part B item 1223 (26.01.2017). 1223 Journal of Education, Health and Sport eISSN 2391-8306 7 © The Author...

  7. 6. The Interdisciplinary Dimension of the Vocalchoral Culture of the Pupil in the Music School

    Directory of Open Access Journals (Sweden)

    Glebov Ana

    2018-03-01

    Full Text Available Process in the context of the vocal-choral culture of the students of the music school. The concept of interdisciplinary is considered as a symbiosis of two or more academic disciplines in the formation of the vocal-choral culture of pupils in the musical-artistic field. In this case, interdisciplinary occurs in integrating the knowledge, capabilities and aptitudes formed, taking into account significant specific factors. Thus, the interdisciplinary approach is carried out through such disciplines as solfeggio, history of music, instrument, ensemble, but also the integration into the vocal-choral of the method of interiorizing the music through the philosophical, musical and psycho-pedagogical aspects.

  8. A Survey of Florida High School Instrumental Music Programs: Rationale for the Inclusion of Jazz Ensemble Experience in Music Teacher Training

    Science.gov (United States)

    Hinkle, Jonathan R.

    2011-01-01

    During the past 60 years, jazz music has slowly become recognized as a genre worthy of study in high school music programs throughout the United States. Only a few researchers have analyzed large samples of jazz-related instruction in instrumental music programs, and of these studies no data were collected to investigate the inclusion of jazz in…

  9. Classroom acoustics in public schools: A case study

    Science.gov (United States)

    Loro, Carmen P.; Zannin, Paulo T.

    2004-05-01

    The acoustic quality of a standard classroom (Standard 23) of the public school system in the city of Curitiba has been evaluated. This standard has a central circulation aisle with two classrooms in each side. Each room has windows to the outside and to the internal aisle. Additionally, the aisle has a 6-m-high zenithal skylight, together composing the building's main lighting and ventilation system. But, Standard 23 lacks acoustic quality of the classrooms. In order to assay this, measurements have been performed under several conditions, using the Building Acoustics System of Bruel & Kjaer. The measured reverberation time (RT) of the four classrooms for a frequency of 500 Hz was: 1.65 s (empty classroom), 1.15 s (20 students in the room), and 0.76 s (40 students). According to WHO recommendations, the ideal RT in classrooms should be around 0.6 s. DIN 18041 establishes an RT between 0.8 and 1.0 s, to allow for adequate intelligibility. Background noise in an empty room was 63.3 dB (A), above the limit established by the Brazilian standard of acoustic comfort: 40 dB (A). The reaction of students and teachers has indicated that the main source of acoustic discomfort is the noise generated by the neighboring classrooms.

  10. Approaches of a Secondary Music Teacher in Response to the Social and Emotional Lives of Students

    Science.gov (United States)

    Edgar, Scott

    2015-01-01

    Music teachers interact regularly with students experiencing social and emotional challenges and are often under-prepared to do so. The purpose of this study was to examine approaches of a secondary general music teacher in responding to the social and emotional challenges of eight students in a music classroom at an alternative high school. A…

  11. Classroom Goal Structures and HIV and Pregnancy Prevention Education in Rural High School Health Classrooms

    Science.gov (United States)

    Anderman, Eric M.; Cupp, Pamela K.; Lane, Derek R.; Zimmerman, Rick; Gray, DeLeon L.; O'Connell, Ann

    2011-01-01

    Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic goal structures in their health classrooms. Data were collected from all students at three time points (prior to HIV and pregnancy instruction, 3 months after instruction, and 1 year after instruction). Results indicated…

  12. An Instrument for Every Child: A Study on Long-Term Effects of Extended Music Education in German Primary Schools

    Science.gov (United States)

    Krupp-Schleußner, Valerie; Lehmann-Wermser, Andreas

    2018-01-01

    Does extended music education during primary school foster long-term musical participation? What other factors contribute to long-term musical participation? In our study on "Impacts and Long-Term Effects of Musical Participation," we investigate how the German programme "An Instrument for Every Child (JeKi)," which fosters the…

  13. Classroom climate in Serbia: The perspective of primary school teachers

    Directory of Open Access Journals (Sweden)

    Ševkušić Slavica

    2014-01-01

    Full Text Available The goal of this research is to gain insight into the classroom climate in schools in Serbia from the perspective of teachers. To realize this goal, we set up two research questions: (1 How do teachers assess the importance of certain aspects of the classroom climate and their own engagement in creating favourable climate, and (2 which factors determine the quality of classroom climate. We considered four dimensions of classroom climate: equality in communication, social relationships between students, respect for students’ feelings and the organizing group work. The sample consisted of primary school teachers in Serbia (N=1441, who completed a questionnaire made for our research needs. The results of factor analysis confirmed the initial assumption that the selected dimensions are related in terms of their belonging to the same construct and sufficiently different to be considered as selfcontained. The obtained results show that teachers in Serbia highly value the importance of all researched aspects of the classroom climate and believe that they are engaged to a large extent in creating a positive classroom climate. Also, it was shown that teachers’ gender and the teaching level are the most important determinants of classroom climate quality. Bearing in mind the limitations of the applied instrument it is concluded that the results should be considered with caution and that future research should include students’ perspective, direct class observation and qualitative methods to gain a more objective and more comprehensive understanding of the classroom climate. [Projekat Ministarstva nauke Republike Srbije, br. 179034: From encouraging initiative, cooperation and creativity in education to new roles and identities in society i br. 47008: Improving the quality and accessibility of education in modernization processes in Serbia

  14. Music

    DEFF Research Database (Denmark)

    Lech, Marcel Lysgaard

    2017-01-01

    Old Comedy was a musical experience of great variety. Accompanied by the piper, both choruses and actors sang frequently during the performance. Music in Old comedy reflects to some extend the importance of music in Athenian everyday life, but as Greek Comedy evolved and detached it self more...... and more from the everyday topics, music similarly lost part of its importance within the plays themselves....

  15. Classroom Environment as Related to Contest Ratings among High School Performing Ensembles.

    Science.gov (United States)

    Hamann, Donald L.; And Others

    1990-01-01

    Examines influence of classroom environments, measured by the Classroom Environment Scale, Form R (CESR), on vocal and instrumental ensembles' musical achievement at festival contests. Using random sample, reveals subjects with higher scores on CESR scales of involvement, affiliation, teacher support, and organization received better contest…

  16. Teaching through Mnemonics in Elementary School Classrooms

    Science.gov (United States)

    Waite-McGough, Arianne

    2012-01-01

    Mnemonics and songs are used to help students excel and build are their knowledge in all content areas. This method of teaching and reinforcement of information helps students to commit new information to memory and continue to use this material throughout their lives. Using mnemonics is a lessons way to teach and make the classroom a unique…

  17. Making the Invisible Visible: Disciplinary Literacy in Secondary School Classrooms

    Science.gov (United States)

    Mac Mahon, Brendan

    2014-01-01

    In Ireland, policy on literacy now aims to expand the role that post-primary teachers of all subjects have in developing students' literacy skills. This paper draws on data from a wider research study carried out in secondary schools in 2010 and focuses on the classroom support with disciplinary literacy provided by subject teachers for students…

  18. Classroom Observation Practice in Career Schools: A Multiple Case Study

    Science.gov (United States)

    Withers, Marya G.

    2017-01-01

    Post-secondary career school educational leaders are charged with formulating sufficient, ongoing, and effective faculty development programming to ensure the delivery of quality education in their unique trade-expert led institutions. Classroom observations, which include substantive feedback exchanges from trained personnel are well documented…

  19. Science in the Elementary School Classroom: Portraits of Action Research.

    Science.gov (United States)

    McDonald, Jane B., Ed.; Gilmer, Penny J., Ed.

    Teacher knowledge and skills are critical elements in the student learning process. Action research serves as an increasingly popular technique to engage teachers in educational change in classrooms. This document focuses on action research reports of elementary school teachers. Chapters include: (1) "First Graders' Beliefs and Perceptions of…

  20. Graphic Novels in the Secondary Classroom and School Libraries

    Science.gov (United States)

    Griffith, Paula E.

    2010-01-01

    The author examines the rise in popularity of graphic novels, the sales of which have steadily increased as their influence expands into adolescent culture. This article also includes an overview of current research results supporting the use of graphic novels within the classroom and school library; graphic novels support English-language…

  1. Five Approaches to Avoid When Managing the Middle School Classroom

    Science.gov (United States)

    Englehart, Joshua M.

    2013-01-01

    Too often, teachers encountering difficulties with classroom management focus only on the students rather than critically examining the influence of their own approaches on student behavior. Given the particular challenges that middle school students present, certain practices and expectations exacerbate management issues, and a lack of awareness…

  2. Maternity Leave Provisions for Classroom Teachers in Larger School Systems.

    Science.gov (United States)

    Educational Research Service Circular, 1966

    1966-01-01

    Maternity leave provisions for classroom teachers in 129 school systems having enrollments of 25,000 or more are reported for 1965-66 in this national survey. Tables contain information on compulsory absence prior to anticipated date of birth and earliest permissible return from maternity leaves. Brief descriptions of maternity leave practices are…

  3. Flipped Instruction in a High School Science Classroom

    Science.gov (United States)

    Leo, Jonathan; Puzio, Kelly

    2016-01-01

    This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two…

  4. Implementing Concepts of Pharmaceutical Engineering into High School Science Classrooms

    Science.gov (United States)

    Kimmel, Howard; Hirsch, Linda S.; Simon, Laurent; Burr-Alexander, Levelle; Dave, Rajesh

    2009-01-01

    The Research Experience for Teachers was designed to help high school science teachers develop skills and knowledge in research, science and engineering with a focus on the area of pharmaceutical particulate and composite systems. The experience included time for the development of instructional modules for classroom teaching. Results of the…

  5. In the compass of the progress school music in first republican decades

    Directory of Open Access Journals (Sweden)

    Ailton Pereira Morila

    2012-02-01

    Full Text Available This work has for objective to discuss the use of the music in the school and the functions that the same carried out in the daily school in the first republican decades. The music brightens up and balances the school environment – hygienic music. It served as sensorial education, acquired the position of moral and aesthetic education, and, as spectacle, serving to advertise the republican school for all the society. Starting from the school musical production, presented in the newspapers of the time, infer on the thematic, and how this thematic aided in the project of modernization of the society. The school song had themes like progress and order, country, national heroes, ideology of work and science

  6. Music Teachers' Everyday Conceptions of Musicality.

    Science.gov (United States)

    Brandstrom, Sture

    1999-01-01

    Investigates music teachers' everyday conceptions of musicality through (1) a pilot study involving music teachers in higher education and (2) interviews with teachers in music teacher education and in compulsory school. Finds in the pilot the categories of musical achievement, musical experience, and musical communication, while the interviews…

  7. Effects of music on assertive behavior during exercise by middle-school-age students.

    Science.gov (United States)

    Mills, B D

    1996-10-01

    The purpose of this study was to assess the association of a particular style of music and assertive behavior in middle-school-aged students during exercise. Participants were students enrolled in a public middle school (Grades 6, 7, and 8, N = 502). A statistically significant relationship was found between the number of assertive behaviors occurring while listening to fast tempo music and grades and between difference scores and grades. Difference scores were obtained by subtracting the number of assertive behaviors occurring while listening to fast tempo music from those while listening to slow tempo music. Discriminant function analysis showed the number of assertive behaviors when listening to fast tempo music and difference scores were predictive of membership by grade. The higher the more assertive behaviors were emitted when listening to fast tempo music.

  8. SUGGESTOPEDIA AS THE METHOD OF THE MUSIC EXPERIENCE FORMATION OF PRE-SCHOOL CHILDREN

    OpenAIRE

    Natalya T. Таgiltseva; Filip D. Shavov

    2015-01-01

    The article aims to consider the possibility of suggestopedia methods use that are successfully practiced in foreign language teaching, pedagogy of music education of preschool children, in starting schools; to find out the degree of methods efficiency of suggestopedia in shaping the musical experience of preschool children in various activities at music lessons. Methods. The theoretical foundations of the article are views and concepts of the Bulgarian researcher, teacher and psychologist, G...

  9. Effortful control and school adjustment: The moderating role of classroom chaos.

    Science.gov (United States)

    Berger, Rebecca H; Valiente, Carlos; Eisenberg, Nancy; Hernandez, Maciel M; Thompson, Marilyn; Spinrad, Tracy; VanSchyndel, Sarah; Silva, Kassondra; Southworth, Jody

    2017-11-01

    Guided by the person by environment framework, the primary goal of this study was to determine whether classroom chaos moderated the relation between effortful control and kindergarteners' school adjustment. Classroom observers reported on children's ( N = 301) effortful control in the fall. In the spring, teachers reported on classroom chaos and school adjustment outcomes (teacher-student relationship closeness and conflict, and school liking and avoidance). Cross-level interactions between effortful control and classroom chaos predicting school adjustment outcomes were assessed. A consistent pattern of interactions between effortful control and classroom chaos indicated that the relations between effortful control and the school adjustment outcomes were strongest in high chaos classrooms. Post-hoc analyses indicated that classroom chaos was associated with poor school adjustment when effortful control was low, suggesting that the combination of high chaos and low effortful control was associated with the poorest school outcomes.

  10. Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

    Science.gov (United States)

    Savasci, Funda; Berlin, Donna F.

    2012-01-01

    Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and…

  11. Exploring the Rhythmic Timelines of Southern Benin in the General Music Classroom

    Science.gov (United States)

    Mellizo, Jennifer M.

    2016-01-01

    The inclusion of world music from a variety of cultures and traditions within the general music curriculum creates valuable opportunities for students to experience music in ways that are both culturally and pedagogically beneficial. By exploring the connection between the fields of ethnomusicology and music education, we can expand our current…

  12. Investigating the Association between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

    Science.gov (United States)

    Tyler, Kenneth M.; Burris, Jennifer L.; Coleman, Sean T.

    2018-01-01

    Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of…

  13. The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

    Science.gov (United States)

    Allen, Joseph P.; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C.

    2012-01-01

    Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed. PMID:22198156

  14. The pivotal role of adolescent autonomy in secondary school classrooms.

    Science.gov (United States)

    Hafen, Christopher A; Allen, Joseph P; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C

    2012-03-01

    Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students' perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students' perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.

  15. Classroom emotional intelligence and its relationship with school performance

    Directory of Open Access Journals (Sweden)

    Aitor Aritzeta

    2016-06-01

    Full Text Available Despite the importance of emotions in classrooms, no measurements have been developed to assess group emotional intelligence (EI. The aim of this work was to develop a questionnaire for measuring group EI (G-TMMS in educational contexts. The psychometric properties of G-TMMS were examined in a sample of 794 participants (47% female; mean age = 16; SD = 1.4, divided into 59 classrooms. The G-TMMS showed a one-factor structure. It also demonstrated to have adequate internal consistency, temporal stability, and convergent validity. Moreover, group EI was associated with higher group school performance. The implications of this new scale in educational contexts are discussed.

  16. Music, Violence and Music Therapy with Young People in Schools: A Position Paper

    OpenAIRE

    Katrina Skewes McFerran; Andreas Wölfl

    2015-01-01

    Music therapists have rarely involved themselves in the discourse linking music and violence. Instead, representatives of the profession have advocated for the positive outcomes that can result from the use of music by trained therapists working with people who have experienced violence or been violent. In this position paper, we will elaborate a much-needed position that first acknowledges the ways that music can promote violence, and then focuses on different ways to work with young peopl...

  17. Culture Clash in the Multicultural Classroom: A Case Study from A Newcomer School

    Science.gov (United States)

    Hansen-Thomas, Holly; Chennapragada, SriPadmini

    2018-01-01

    This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous…

  18. Early-Adolescents' Reading Comprehension and the Stability of the Middle School Classroom-Language Environment

    Science.gov (United States)

    Gámez, Perla B.; Lesaux, Nonie K.

    2015-01-01

    This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…

  19. The Relationship between High School Mathematics Classroom Environment and Student Self-Handicapping.

    Science.gov (United States)

    Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

    Classroom environment research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian, and British high schools. A sample of 3,602 students from 29 schools responded to a questionnaire that assessed student perceptions of classroom environment, self-handicapping, and academic…

  20. The PERMA Well-Being Model and Music Facilitation Practice: Preliminary Documentation for Well-Being through Music Provision in Australian Schools

    Science.gov (United States)

    Lee, Juyoung; Krause, Amanda E.; Davidson, Jane W.

    2017-01-01

    The aim of this study was to consider how we can invest in music-making to promote well-being in school contexts. Web-based data collection was conducted where researchers identified 17 case studies that describe successful music programs in schools in Australia. The researchers aligned content from these case studies into the five categories of…

  1. The Relationship between the Values of Primary School and Music Teacher Candidates and Their Cheating Attitudes

    Science.gov (United States)

    Saracaloglu, Asuman Seda; Gerçeker, Ceren Saygi; Aladag, Soner

    2018-01-01

    The aim of this research is to examine the relationship between the values of primary and music teacher candidates and their cheating attitudes in terms of different variables. The study group of the research is composed of 249 students who are studying at the Departments of Primary School Teaching and Music Education at Adnan Menderes University…

  2. The Effects of Musical Training on the Decoding Skills of German-Speaking Primary School Children

    Science.gov (United States)

    Rautenberg, Iris

    2015-01-01

    This paper outlines the results of a long-term study of 159 German-speaking primary school children. The correlations between musical skills (perception and differentiation of rhythmical and tonal/melodic patterns) and decoding skills, and the effects of musical training on word-level reading abilities were investigated. Cognitive skills and…

  3. REFLECTION AS A FACTOR OF DEVELOPMENT OF ARTISTIC CREATIVITY OF MUSICAL SCHOOL'S STUDENTS

    Directory of Open Access Journals (Sweden)

    L. I. Baisara

    2009-03-01

    Full Text Available The attempt to investigate the problem of the reflection as a factor of development of creative capabilities of students of musical school is done. Influence of the level of the reflection on the creativity and the development of musical and rhythmic intellect is analyzed.

  4. The Effects of Background Music on Learning Disabled Elementary School Students' Performance in Writing

    Science.gov (United States)

    Legutko, Robert S.; Trissler, Theodore T.

    2012-01-01

    This study investigated effects of background music on writing performance of nine 6th grade students with learning disabilities at one suburban public elementary school in the mid-Atlantic region of the United States. A single-subject A-B-A design was utilized, and results from graded writing prompts with and without background music over 21…

  5. Music Education at Hospital Schools in Spain and Sweden: Paths between Governing and Knowledge

    Science.gov (United States)

    Ruiz, Guillermo; García Álvarez, Antonio

    2016-01-01

    This paper focuses on some debates regarding music education within hospital schooling, an educational track that has developed in the course of the 20th century within Western education systems. Analysis and proposals are made with respect to the music education curriculum content in primary education, within hospital education tracks, in Spain…

  6. Music Education Curriculum and Social Change: A Study of Popular Music in Secondary Schools in Beijing, China

    Science.gov (United States)

    Ho, Wai-Chung

    2014-01-01

    In Chinese society over the last two decades, modernisation and globalisation, together with the transition to a market economy, have created new imperatives and challenges for the school music curriculum. As a result, the 2011 reform of the Curriculum Standards for Primary Education and Junior Secondary Education marks the first time that the…

  7. Good character at school: positive classroom behavior mediates the link between character strengths and school achievement.

    Science.gov (United States)

    Wagner, Lisa; Ruch, Willibald

    2015-01-01

    Character strengths have been found to be substantially related to children's and adolescents' well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012). The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years) and secondary school students (N = 199; mean age = 14.4 years). The students completed the VIA-Youth (Values in Action Inventory of Strengths for Youth), a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students' positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1), teachers rated the students' overall school achievement and for the secondary school students (Study 2), we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples, school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of some of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

  8. Good character at school: Positive classroom behavior mediates the link between character strengths and school achievement

    Directory of Open Access Journals (Sweden)

    Lisa eWagner

    2015-05-01

    Full Text Available Character strengths have been found to be substantially related to children’s and adolescents’ well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012. The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years and secondary school students (N = 199; mean age = 14.4 years. The students completed the VIA-Youth, a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students’ positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1, teachers rated the students’ overall school achievement and for the secondary school students (Study 2, we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of most of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

  9. Integrating Piano Keyboarding into the Elementary Classroom: Effects on Memory Skills and Sentiment Toward School.

    Science.gov (United States)

    Marcinkiewicz, Henryk R.; And Others

    1995-01-01

    Discovered that the introduction of piano keyboarding into elementary school music instruction produced a positive effect regarding children's sentiment towards school. No discernible effect was revealed concerning memory skills. Includes statistical data and description of survey questionnaires. (MJP)

  10. Relating Building and Classroom Conditions to Student Achievement in Virginia's Elementary Schools

    OpenAIRE

    Lanham III, James Warren

    1999-01-01

    The relationships between student achievement and a number of variables relating to building and classroom conditions in Virginia elementary schools were examined. A systematic random sample of 300 schools was selected from all elementary schools in Virginia with grades three and five. Data on building condition, classroom condition, and demographics were collected with "An Assessment of Building and Classroom Conditions in Elementary Schools in Virginia." Building prin...

  11. Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

    OpenAIRE

    E.G. Balcik; S. Gulec

    2011-01-01

    The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measure...

  12. Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

    Directory of Open Access Journals (Sweden)

    E.G. Balcik

    2011-12-01

    Full Text Available The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measurement tool was applied to a total of 54 teachers at 5 schools in Gölcük district of the Kocaeli province. The data collection tool is composed of three sections. The first section is for establishing teachers’ personal information. In this study, as a data collection tool, a questionnaire was used. When preparing questions for the questionnaire, following the examination of resources available, the questionnaire prepared by Aksoy (1999 and used in the thesis study entitled “Classroom Management and Student Discipline in Elementary Schools of Ankara” and also used in the thesis study by Boyraz (2007 entitled “Discipline Problems that Candidate Teachers Servicing at Elementary Schools Encounter in the Classroom” was employed. Although the validity and reliability of the questionnaire was tested by Aksoy (1999 and Boyraz (2007, the reliability study for the questionnaire was retested and found to be 0,9. The questionnaire include 42 items. 19 of them are related to the reasons of undesirable behaviors observed in the classroom and 23 of them are related to undesirable behaviors observed in the classroom.

  13. Classroom Listening Conditions in Indian Primary Schools: A Survey of Four Schools

    Directory of Open Access Journals (Sweden)

    Gayathri Sundaravadhanan

    2017-01-01

    Full Text Available Introduction: Background noise affects the listening environment inside classrooms, especially for younger children. High background noise level adversely affects not only student speech perception but also teacher vocal hygiene. The current study aimed to give an overview of the classroom listening conditions in selected government primary schools in India. Materials and Methods: Noise measurements were taken in 23 classrooms of four government primary schools in southern India, using a type 2 sound level meter. In each classroom measurements were taken in occupied and unoccupied conditions. Teacher voice level was measured in the same classrooms. In addition, the classroom acoustical conditions were observed and the reverberation time for each classroom was calculated. Results: The mean occupied noise level was 62.1 dBA and 65.6 dBC, and the mean unoccupied level was 62.2 dBA and 65 dBC. The mean unamplified teacher speech-to-noise ratio was 10.6 dBA. Both the occupied and unoccupied noise levels exceeded national and international recommended levels and the teacher speech-to-noise ratio was also found to be inadequate in most classrooms. The estimated reverberation time in all classrooms was greater than 2.6 seconds, which is almost double the duration of accepted standards. In addition, observation of classrooms revealed insufficient acoustical treatment to effectively reduce internal and external noise and minimize reverberation. Conclusion: The results of this study point out the need to improve the listening environment for children in government primary schools in India.

  14. Teacher Research as Professional Development for P-12 Music Teachers

    Science.gov (United States)

    Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

    2014-01-01

    The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

  15. Repositioning "The Elements": How Students Talk about Music

    Science.gov (United States)

    Stewart Rose, Leslie; Countryman, June

    2013-01-01

    Several years ago, the author's relocated their work as educators from middle and high school music classrooms to positions in teacher education at two Canadian universities. Recognizing that working in initial teacher education demanded a new level of theorizing their practices of music education, they questioned their professional knowledge,…

  16. Teaching controversial issues in the secondary school science classroom

    Science.gov (United States)

    van Rooy, Wilhelmina

    1993-12-01

    A sample of fourteen secondary school biology teachers chosen from twelve schools were interviewed. The purpose was to determine their views on how controversial issues in science might be handled in the secondary school science classroom and whether the issues of surrogacy and human embryo experimentation were suitable controversial issues for discussion in schools. In general, teachers indicated that controversial issues deserve a more prominent place in the science curriculum because they have the potential to foster thinking, learning, and interest in science. The issues of surrogacy and human embryo experimentation were seen as appropriate contexts for learning, provided that teachers were well informed and sensitive to both the students and to the school environment.

  17. Musical aptitude and second language pronunciation skills in school-aged children: neural and behavioral evidence.

    Science.gov (United States)

    Milovanov, Riia; Huotilainen, Minna; Välimäki, Vesa; Esquef, Paulo A A; Tervaniemi, Mari

    2008-02-15

    The main focus of this study was to examine the relationship between musical aptitude and second language pronunciation skills. We investigated whether children with superior performance in foreign language production represent musical sound features more readily in the preattentive level of neural processing compared with children with less-advanced production skills. Sound processing accuracy was examined in elementary school children by means of event-related potential (ERP) recordings and behavioral measures. Children with good linguistic skills had better musical skills as measured by the Seashore musicality test than children with less accurate linguistic skills. The ERP data accompany the results of the behavioral tests: children with good linguistic skills showed more pronounced sound-change evoked activation with the music stimuli than children with less accurate linguistic skills. Taken together, the results imply that musical and linguistic skills could partly be based on shared neural mechanisms.

  18. Globalization, Values Education, and School Music Education in China

    Science.gov (United States)

    Law, Wing-Wah; Ho, Wai-Chung

    2009-01-01

    This paper examines music education's legitimation of values as a means of preparing students for entry into the new "knowledge society" of the People's Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non-musical meanings in the dual context of nationalism and…

  19. Instruction in Musical Education during the Transitory Stage from Kindergarten to Elementary School

    OpenAIRE

    田中, 宏明; Hiroaki, TANAKA; 藤女子大学人間生活学部保育学科非常勤講師; Department of Erarly Childhood Care and Dducation, Faculty of Human Life Sciences, Fuji Women's University

    2015-01-01

    Kindergarten curricula are designed to encourage children to naturally learn music through everyday activities centered on playing as prescribed for the field of expression in Japan's Educational Guidelines for Kindergartens. In the revised 2008 Educational Guidelines for Elementary Schools, the phase "basic ability in musical activity"was added. The term "expression,"which appears at the beginning of the objectives in the Educational Guidelines for Elementary Schools, is not an ability consi...

  20. Rock Goes to School on Screen: A Model for Teaching Non-"Learned" Musics Derived from the Films "School of Rock" (2003) and "Rock School" (2005)

    Science.gov (United States)

    Webb, Michael

    2007-01-01

    What can be learned from two films with "rock" and "school" in their titles, about rock in school and about music and schooling more broadly? "School of Rock" (2003), a "family comedy," and "Rock School" (2005), a documentary, provoke a range of questions, ideological and otherwise, surrounding the inclusion of rock in formal instructional…

  1. Discovering Technology in the Elementary School Classroom.

    Science.gov (United States)

    Peterson, Richard E.

    1980-01-01

    Presents one approach to developing a technology-based curriculum for the elementary school. Three models are examined which help establish a curriculum structure: (1) curriculum content structure; (2) five dimensions of the study of technology; and (3) curriculum webbing/sunburst technique. (CT)

  2. High Possibility Classrooms as a Pedagogical Framework for Technology Integration in Classrooms: An Inquiry in Two Australian Secondary Schools

    Science.gov (United States)

    Hunter, Jane

    2017-01-01

    Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers' knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who…

  3. High School Instrumental Music Students' Attitudes and Beliefs regarding Practice: An Application of Attribution Theory

    Science.gov (United States)

    Schatt, Matthew D.

    2011-01-01

    The purpose of this study was to explore high school band students' perspectives of instrumental music practice from within the attribution theory paradigm and to attempt to elucidate the secondary student's attitudes toward practice. High school band students from three Midwestern school districts (N = 218) completed a survey that was used to…

  4. "Bauchman v. West High School" Revisited: Religious Text and Context in Music Education

    Science.gov (United States)

    Perrine, William Michael

    2017-01-01

    In 1997 the Tenth Circuit U.S. Court of Appeals ruled that school officials at West High School did not violate Rachel Bauchman's constitutional rights by including Christian religious music as part of its curriculum, or by staging school performances at religious sites. Three philosophical questions are investigated in this paper: whether the…

  5. The Effects of Music Instruction on Learning in the Montessori Classroom

    Science.gov (United States)

    Harris, Maureen

    2008-01-01

    The value of music in educating the young child is not being recognized, particularly in the area of mathematics. Despite the amount of literature available regarding the effects of music instruction on academic achievement, little has been written on different Montessori music pedagogies and their effects on students' math scores. This article…

  6. Listening to Music: Helping Children Regulate Their Emotions and Improve Learning in the Classroom

    Science.gov (United States)

    Foran, Lucille M.

    2009-01-01

    Early education teachers are familiar with using music and rhythm as tools for learning language and building memory. However, the potential of music to help across all special education settings is largely unexplored. Work with music has been widely judged helpful in cases of psychological trauma, yet people do not know why it is helpful. The…

  7. Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth.

    Science.gov (United States)

    Jagers, Robert J; Lozada, Fantasy T; Rivas-Drake, Deborah; Guillaume, Casta

    2017-07-01

    This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  8. Classroom Technology in Business Schools: A Survey of Installations and Attitudes toward Teaching and Learning

    Science.gov (United States)

    Parker, Betty; Burnie, David

    2009-01-01

    A survey of administrators and faculty of AACSB-accredited business schools provided insights into current classroom technology infrastructure, attitudes towards technology and learning, and the use of web course tools in business school classrooms. The results of the survey provided four major findings: business schools are utilizing high levels…

  9. Powerful Learning Environments: The Critical Link between School and Classroom Cultures.

    Science.gov (United States)

    Finnan, Christine; Schnepel, Katherine C.; Anderson, Lorin W.

    2003-01-01

    Evaluated classrooms within four Accelerated Schools Project (ASP) schools, operationalizing the ASP principles, values, and concepts of a "powerful learning environment" (PLE), examining how similarly PLE was implemented in different classrooms and schools, and analyzing the relation between degree of implementation and differences in…

  10. SUGGESTOPEDIA AS THE METHOD OF THE MUSIC EXPERIENCE FORMATION OF PRE-SCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Natalya T. Таgiltseva

    2015-01-01

    Full Text Available The article aims to consider the possibility of suggestopedia methods use that are successfully practiced in foreign language teaching, pedagogy of music education of preschool children, in starting schools; to find out the degree of methods efficiency of suggestopedia in shaping the musical experience of preschool children in various activities at music lessons. Methods. The theoretical foundations of the article are views and concepts of the Bulgarian researcher, teacher and psychologist, G. Lozanov; he had studied out the suggestopedia method for foreign language teaching, and the theory of meta-subject education on the basis of artistic-creative activity and appeal to masterpieces of art. Monitoring and surveillance over non-verbal behavior of children, surveys and discussions were used as practical methods. Results. Musical experience of the child is considered as the process of the development of musical memory. Many suggestopedia techniques developed by Bulgarian and Russian researchers were selected and tested; those that involve the use of involuntary memorization of music when performing creative tasks: free movement or plastic intonation, paint color schemes, music and organizational tasks related to the preparation and conduct music lessons. Three series of diagnostic tasks associated with memory, remembering and recognition of classical pieces of music unknown for preschoolers were worked out to test the effectiveness of these methods and its integration into the process of preschoolers’ music education. The conducted experiment has shown that methods of suggestopedia provide memory activation – children keep in memory classical music. Scientific novelty. The research demonstrates the application reasonability of suggestopedia methods used at foreign language teaching, music education of preschool children and juniors. It has been proved that involuntary memorizing of classical music by children listening to background

  11. A Case Study of an Instrumental Music Program and Its Influence on the Culture of a School

    Science.gov (United States)

    Womack, Anthony Terence

    2017-01-01

    The purpose of this case study was to examine how participation in a school-based instrumental music program contributed to the culture of a suburban high school. The questions guiding the research were: (1) How and why are multiple music programs supported by staff, students, parents and the community at this school? (2) What are the benefits of…

  12. Relationships between the School-Level and Classroom-Level Environment in Secondary Schools in South Africa

    Science.gov (United States)

    Aldridge, Jill M.; Fraser, Barry J.; Laugksch, Rüdiger C.

    2011-01-01

    We report research into associations between the school-level and classroom-level environment in science classrooms in South Africa. An instrument, developed to assess students' perceptions of their classroom learning environment as a means of monitoring and guiding changes towards outcomes-based education, was administered to 2,638 Grade 8…

  13. Local Talent: By Tapping into the Resources Just outside Their School Walls, Music Teachers Can Help Broaden Their Students' Horizons

    Science.gov (United States)

    Randall, Mac

    2009-01-01

    Many music teachers across the country have learned how beneficial it can be to tap into the communities around them. The author discusses how music teachers can help broaden their students' horizons by tapping into the resources just outside their school walls. One way is by employing local talents. Another is to put an ad in nearby music stores,…

  14. Providing Contexts for Understanding Musical Narratives of Power in the Classroom: Music, Politics, and Power in Grenada, West Indies

    Science.gov (United States)

    Sirek, Danielle

    2016-01-01

    The role of music in Grenada, West Indies has traditionally been to pass on knowledges, values, and ideals; and to provide a means of connecting to one another through expressing commonality of experience, ancestry, and nationhood. This paper explores how Eric Matthew Gairy, during his era of political leadership in Grenada (1951-1979), exploited…

  15. Airborne particulate matter in school classrooms of northern Italy.

    Science.gov (United States)

    Rovelli, Sabrina; Cattaneo, Andrea; Nuzzi, Camilla P; Spinazzè, Andrea; Piazza, Silvia; Carrer, Paolo; Cavallo, Domenico M

    2014-01-27

    Indoor size-fractioned particulate matter (PM) was measured in seven schools in Milan, to characterize their concentration levels in classrooms, compare the measured concentrations with the recommended guideline values, and provide a preliminary assessment of the efficacy of the intervention measures, based on the guidelines developed by the Italian Ministry of Healthand applied to mitigate exposure to undesirable air pollutants. Indoor sampling was performed from Monday morning to Friday afternoon in three classrooms of each school and was repeated in winter 2011-2012 and 2012-2013. Simultaneously, PM2.5 samples were also collected outdoors. Two different photometers were used to collect the PM continuous data, which were corrected a posteriori using simultaneous gravimetric PM2.5 measurements. Furthermore, the concentrations of carbon dioxide (CO2) were monitored and used to determine the Air Exchange Rates in the classrooms. The results revealed poor IAQ in the school environment. In several cases, the PM2.5 and PM10 24 h concentrations exceeded the 24 h guideline values established by the World Health Organization (WHO). In addition, the indoor CO2 levels often surpassed the CO2 ASHRAE Standard. Our findings confirmed that important indoor sources (human movements, personal clouds, cleaning activities) emitted coarse particles, markedly increasing the measured PM during school hours. In general, the mean PM2.5 indoor concentrations were lower than the average outdoor PM2.5 levels, with I/O ratios generally levels did not seem to significantly influence the indoor fine PM concentrations. Conversely, the frequent opening of doors and windows appeared to significantly contribute to the reduction of the average indoor CO2 levels.

  16. Airborne Particulate Matter in School Classrooms of Northern Italy

    Directory of Open Access Journals (Sweden)

    Sabrina Rovelli

    2014-01-01

    Full Text Available Indoor size-fractioned particulate matter (PM was measured in seven schools in Milan, to characterize their concentration levels in classrooms, compare the measured concentrations with the recommended guideline values, and provide a preliminary assessment of the efficacy of the intervention measures, based on the guidelines developed by the Italian Ministry of Healthand applied to mitigate exposure to undesirable air pollutants. Indoor sampling was performed from Monday morning to Friday afternoon in three classrooms of each school and was repeated in winter 2011–2012 and 2012–2013. Simultaneously, PM2.5 samples were also collected outdoors. Two different photometers were used to collect the PM continuous data, which were corrected a posteriori using simultaneous gravimetric PM2.5 measurements. Furthermore, the concentrations of carbon dioxide (CO2 were monitored and used to determine the Air Exchange Rates in the classrooms. The results revealed poor IAQ in the school environment. In several cases, the PM2.5 and PM10 24 h concentrations exceeded the 24 h guideline values established by the World Health Organization (WHO. In addition, the indoor CO2 levels often surpassed the CO2 ASHRAE Standard. Our findings confirmed that important indoor sources (human movements, personal clouds, cleaning activities emitted coarse particles, markedly increasing the measured PM during school hours. In general, the mean PM2.5 indoor concentrations were lower than the average outdoor PM2.5 levels, with I/O ratios generally <1. Fine PM was less affected by indoor sources, exerting a major impact on the PM1–2.5 fraction. Over half of the indoor fine particles were estimated to originate from outdoors. To a first approximation, the intervention proposed to reduce indoor particle levels did not seem to significantly influence the indoor fine PM concentrations. Conversely, the frequent opening of doors and windows appeared to significantly contribute to the

  17. The World Well Lost, Found: Reality and Authenticity in Green's "New Classroom Pedagogy"

    Science.gov (United States)

    Vakeva, Lauri

    2009-01-01

    In her recent work, Green (2001; 2008) builds on the idea that there is a gulf between "real-world music" and classroom music (Ibid., p. 2). One of her main goals seems to be to pave the way for the former in the latter: to make the music in schools more in touch with reality. The learning practices of popular music are taken to bring the needed…

  18. Student Perceptions regarding Vocational High School Teachers' Problem Solving Methods against Undesired Behaviors in Classroom Management

    Science.gov (United States)

    Gulcan, Murat Gurkan

    2010-01-01

    Teachers' classroom management approach varies depending on several factors such as the social, psychological, cultural and educational status of the student, classroom level, the physical conditions of the school, organization structure. There are different approaches in classroom management. These approaches are gathered under three headings in…

  19. Self-regulated processes as predictors of students' achievement in music theory in Slovenian elementary music schools

    Directory of Open Access Journals (Sweden)

    Barbara Smolej Fritz

    2010-01-01

    Full Text Available The aim of the present research was to examine the relation between processes of selfregulated learning and achievement in Music Theory (MT, a basic and obligatory subject in Slovenian music schools. A total of 457 fifth- and sixth- grade students (153 boys and 303 girls from 10 different elementary music schools in Slovenia participated in the study. Students completed a questionnaire about affective-motivational processes and a questionnaire about (metacognitive processes of selfregulated learning in MT, as well as achievement test. The final grades were collected at the end of the school year. The results showed that significant correlation exists between almost all affective-motivational and (metacognitive processes of self-regulated learning and achievement. Affective-motivational factors emerged as better predictors of students' achievement than (metacognitive factors. The most important individual predictors were anxiety and competence. It was also found that self-regulated processes explain a greater amount of variance for final grades than for the achievement test.

  20. Bringing Earth Magnetism Research into the High School Physics Classroom

    Science.gov (United States)

    Smirnov, A. V.; Bluth, G.; Engel, E.; Kurpier, K.; Foucher, M. S.; Anderson, K. L.

    2015-12-01

    We present our work in progress from an NSF CAREER project that aims to integrate paleomagnetic research and secondary school physics education. The research project is aimed at quantifying the strength and geometry of the Precambrian geomagnetic field. Investigation of the geomagnetic field behavior is crucial for understanding the mechanisms of field generation, and the development of the Earth's atmosphere and biosphere, and can serve as a focus for connecting high-level Earth science research with a standard physics curriculum. High school science teachers have participated in each summer field and research component of the project, gaining field and laboratory research experience, sets of rock and mineral samples, and classroom-tested laboratory magnetism activities for secondary school physics and earth science courses. We report on three field seasons of teacher field experiences and two years of classroom testing of paleomagnetic research materials merged into physics instruction on magnetism. Students were surveyed before and after dedicated instruction for both perceptions and attitude towards earth science in general, then more specifically on earth history and earth magnetism. Students were also surveyed before and after instruction on major earth system and magnetic concepts and processes, particularly as they relate to paleomagnetic research. Most students surveyed had a strongly positive viewpoint towards the study of Earth history and the importance of studying Earth Sciences in general, but were significantly less drawn towards more specific topics such as mineralogy and magnetism. Students demonstrated understanding of Earth model and the basics of magnetism, as well as the general timing of life, atmospheric development, and magnetic field development. However, detailed knowledge such as the magnetic dynamo, how the magnetic field has changed over time, and connections between earth magnetism and the development of an atmosphere remained largely

  1. A pilot study: the effects of music therapy interventions on middle school students' ESL skills.

    Science.gov (United States)

    Kennedy, Roy; Scott, Amanda

    2005-01-01

    The purpose of this study was to investigate the effects of music therapy techniques on the story retelling and speaking skills of English as a Second Language (ESL) middle school students. Thirty-four middle school students of Hispanic heritage, ages 10-12, in high and low-functioning groups participated in the study for 12 weeks. Pretest to posttest data yielded significant differences on the story retelling skills between the experimental and control groups. Chi Square comparisons on English speaking skills also yielded significant results over 3 months of music therapy intervention. A variety of music therapy techniques were used including music and movement, active music listening, group chanting and singing, musical games, rhythmic training, music and sign language, and lyric analysis and rewrite activities as supplemental activities to the ESL goals and objectives. Comparisons of individual subjects' scores indicated that all of the students in the experimental groups scored higher than the control groups on story retelling skills (with the exception of 1 pair of identical scores), regardless of high and low functioning placement. Monthly comparisons of the high and low functioning experimental groups indicated significant improvements in English speaking skills as well.

  2. Models of Music Therapy Intervention in School Settings

    Science.gov (United States)

    Wilson, Brian L., Ed.

    2002-01-01

    This completely revised 2nd edition edited by Brian L. Wilson, addresses both theoretical issues and practical applications of music therapy in educational settings. 17 chapters written by a variety of authors, each dealing with a different setting or issue. A valuable resource for demonstrating the efficacy of music therapy to school…

  3. Building Your Instrumental Music Program in an Urban School

    Science.gov (United States)

    Mixon, Kevin

    2005-01-01

    MENC has recently, recapitulated its vision of "Music for All" in its strategic plan, which warns that "30 to 50 per cent of new teachers who work in urban areas leave the field in their first three years of service.'' This undoubtedly affects instrumental music instruction for urban children. Collegial sharing is one solution to problems…

  4. The Evolution of Technology: Landmarking Australian Secondary School Music

    Science.gov (United States)

    Crawford, Renée

    2014-01-01

    This paper will provide an overview of the history of the inclusion of technology in Australian education with a focus on music education. There will be a discussion of some of the arguments for its inclusion and how these may have changed over time. Technology has always been actively present in music and its practice. However, it was through…

  5. Justifying Music Instruction in American Public Schools: A Historical Perspective.

    Science.gov (United States)

    Jorgensen, Estelle R.

    1995-01-01

    Charts the development of music education from early utilitarianism up to its current emphasis on aesthetic value. Recent attempts to pursue music education as an interdisciplinary subject have been limited due to budget cuts. Briefly discusses this financial crisis and suggests some sources of alternative funding. (MJP)

  6. Self-reported health and comfort of school children in 54 classrooms of 21 Dutch school buildings

    NARCIS (Netherlands)

    Bluyssen, Philomena; Zhang, Dadi; Kurvers, Stanley; Overtoom, Marjolein; Ortiz Sanchez, Marco

    2018-01-01

    Background While the indoor environmental quality of classrooms is a potential issue because it may affect the wellbeing of school children, the relations are still poorly studied. This study aimed to investigate the relations between classroom characteristics and health and comfort of school

  7. Self-reported health and comfort of school children in 54 classrooms of 21 Dutch school buildings

    NARCIS (Netherlands)

    Bluijssen, P.M.; Zhang, D.; Kurvers, S.R.; Overtoom, M.E.; Ortiz Sanchez, M.A.

    2018-01-01

    Background
    While the indoor environmental quality of classrooms is a potential issue because it may affect the wellbeing of school children, the relations are still poorly studied. This study aimed to investigate the relations between classroom characteristics and health and comfort of school

  8. Multicultural science education in Lesotho high school biology classrooms

    Science.gov (United States)

    Nthathakane, Malefu Christina

    2001-12-01

    This study investigated how Basotho high school biology students responded to a multicultural science education (MCSE) approach. Students' home language---Sesotho---and cultural experiences were integrated into the teaching of a unit on alcohol, tobacco and other drugs (ATOD) abuse. The focus was on students whose cultural background is African and who are English second language users. The study was conducted in three high school biology classrooms in Lesotho where the ATOD unit was taught using MCSE. A fourth biology classroom was observed for comparison purposes. In this classroom the regular biology teacher taught ATOD using typical instructional strategies. The study was framed by the general question: How does a multicultural science education approach affect Basotho high school biology students? More specifically: How does the use of Sesotho (or code-switching between Sesotho and English) and integration of Basotho students' cultural knowledge and experiences with respect to ATOD affect students' learning? In particular how does the approach affect students' participation and academic performance? A qualitative research method was used in this study. Data were drawn from a number of different sources and analyzed inductively. The data sources included field-notes, transcripts of ATOD lessons, research assistant lesson observation notes and interviews, regular biology teachers' interviews and notes from observing a few of their lessons, students' interviews and pre and posttest scripts, and other school documents that recorded students' performance throughout the year. Using the students' home language---Sesotho---was beneficial in that it enabled them to share ideas, communicate better and understand each other, the teacher and the material that was taught. Integrating students' cultural and everyday experiences was beneficial because it enabled students to anchor the new ATOD ideas in what was familiar and helped them find the relevance of the unit by

  9. Report of the Summer School of Pitch, Music & Associated Pathologies (Lyon, July 9-11, 2014)

    NARCIS (Netherlands)

    Pfeifer, J.; Asano, R.; Attina, V.; d’Errico, M.; El Boghdady, N.; Estivalet, G.; Grön, L.; Guillemard, D.; Kang, H.J.; Luckmann, A.; Mina, F.; Tabibi, S.; Viswanathan, J.

    2014-01-01

    The summer school on Pitch, Music and Associated Pathologies was held for 2½ days, July 9-11, 2014, at the Valpré conference center in Lyon. Fifty-five researchers and students from universities and research institutions from 11 countries participated in it. The summer school was organized in 2

  10. Classroom Race/ethnic Composition, Family-School Connections, and the Transition to School

    Science.gov (United States)

    Benner, Aprile D.; Yan, Ni

    2015-01-01

    Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections, parental involvement and communication quality, accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to…

  11. Anansi's Still at School: John Furlong's Contribution to School and Classroom Ethnography

    Science.gov (United States)

    Delamont, Sara

    2014-01-01

    The work of John Furlong on school and classroom ethnography is located in its context and its achievements celebrated. The paper focuses on class, ethnicity and gender issues as it explores the changes and continuities in the ethnography of education over the 66-year period covered. The qualities of a good ethnographer are playfully compared to…

  12. Teachers, Classrooms, and the Effects of School Desegregation on Effort in School: A "Second Generation" Study.

    Science.gov (United States)

    Hawley, Willis D.

    The focus of this inquiry is on the commitment students have to academic achievement. The model on which this analysis is based assumes that student effort in school is the product of several factors relating to parental influences, classroom structure, teacher behavior and peer norms and characteristics. In assessing the possibility of a linkage…

  13. Single-sex middle school science classrooms: Separate and equal?

    Science.gov (United States)

    Glasser, Howard M.

    The U.S. Department of Education's amended regulations to Title IX have attempted to expand the circumstances in which single-sex classes are permissible in public schools. This ethnographic study uses grounded theory to investigate aspects of one single-sex offering at a public, coeducational middle school. Applying elements of postmodern, queer, and sociocultural lenses, it examines the perspectives for this offering, shedding insight into the cultures of two single-sex classrooms and what it meant to be a boy or girl in this setting. Additionally, it focuses attention on the all-boy and all-girl science classes that were taught by the same teacher and examines what it meant to learn science as boys and girls in this program. Although participants supplied financial, socio-emotional, and academic reasons for these classes, the initial motivation for these classes stemmed from the teachers' desire to curb the amount of sex talk and related behaviors that were exhibited in their classrooms. Through these conversations and classroom events, the girls were constructed as idealized students, academically and behaviorally, who needed to be protected from boys' behaviors---both boys' dominating classroom behaviors and aggressive (hetero)sexual behaviors. Conversely, boys were constructed as needing help both academically and behaviorally, but in the specific discipline of science boys were identified as the sex that was more interested in the content and gained greater exposure to skills that could assist them in future science courses and careers. Overall, boys and girls, and the culture of their two classrooms, were regularly defined relative to each other and efforts were made to maintain these constructed differences. As a result, the classes and students were hierarchically ranked in ways that often pitted one sex of students, or the entire class, as better or worse than the other. The theory emerging from this study is that single-sex policies arise and survive

  14. Exploring the Role of Music in Secondary English and History Classrooms through Personal Practical Theory

    Science.gov (United States)

    Goering, Christian Z.; Burenheide, Bradley J.

    2010-01-01

    This article explores the development of utilizing music as a Personal Practical Theory (PPT) in the teaching of English and history. Specifically, the authors explore the nature of PPT's, the benefits of utilizing music, and the process through which teachers begin using a new approach in their pedagogy. Unique contributions are the application…

  15. Three Local "Arirang" Songs as Models for Teaching Korean Music in the Classroom

    Science.gov (United States)

    Park, Young Joo

    2013-01-01

    This article provides guidance for music teachers who want to introduce Korean folk music to their students. It introduces "Arirang"--both a specific folk song and a category--and describes three different versions: the "Miryang Arirang," the "Jindo Arirang," and the "Gyeonggi Arirang." The…

  16. Empathy in the Classroom: Can Music Bring Us More in Tune with One Another?

    Science.gov (United States)

    Laird, Lynda

    2015-01-01

    Empathy has captured attention in diverse fields, such as the arts, education, medicine, and entertainment. This article provides insight into the development of empathy through music-making experiences. Recent research has suggested that music educators can play a valuable role in promoting empathy in their students through specific music…

  17. Bagpipes and Artichokes: Surprise as a Stimulus to Learning in the Elementary Music Classroom

    Science.gov (United States)

    Jacobi, Bonnie Schaffhauser

    2016-01-01

    Incorporating surprise into music instruction can stimulate student attention, curiosity, and interest. Novelty focuses attention in the reticular activating system, increasing the potential for brain memory storage. Elementary ages are ideal for introducing novel instruments, pieces, composers, or styles of music. Young children have fewer…

  18. Trends in German Hip Hop Music and Its Usefulness for the Classroom

    Science.gov (United States)

    Schmidt, Johannes

    2008-01-01

    German hip hop music has proved productive, especially since 2000 when rap in Germany experienced something like a first crisis. As a response, German hip hop artists and record labels have ventured off in several different directions including other musical genres, different topics, and new approaches to German rap. This article discusses the…

  19. Assessing Expressive Movement: Measuring Student Learning Outcomes in the General Music Classroom

    Science.gov (United States)

    Butke, Marla A.

    2014-01-01

    Expressive movement, created by students to demonstrate musical elements and artistry, provides a valid assessment opportunity for general music teachers. This purposeful movement, "plastique animée", was developed by Swiss composer, Émile Jaques-Dalcroze, in the early 20th century. "Plastique animée" can serve as a useful…

  20. Philosophy in the Music Classroom: Poststructuralist Lessons from "The Lego Movie"

    Science.gov (United States)

    Richerme, Lauren Kapalka

    2015-01-01

    This article introduces some of the practices in which various poststructuralist authors engage and suggests applications for music education. First, an explanation of how some poststructuralist authors embrace exclusions and how music educators might draw on such thinking and action is offered. Second, the article articulates various…

  1. Communication Strategies Used by High School English Language Learners in Multilingual Classrooms

    Science.gov (United States)

    Spromberg, Sarah

    2011-01-01

    In this study, twenty-five high school English language learners were observed in their classrooms in a New York City public school while they worked in small groups. All observations were video recorded or done by the researcher while in the classrooms. The videos were then transcribed. Communication strategies that the participants used were…

  2. "This Has to Be Family": Humanizing Classroom Management in Urban Schools

    Science.gov (United States)

    Ullucci, Kerri

    2009-01-01

    Classroom management in urban schools is frequently steeped in mythology. Students are seen as difficult and disrespectful, needing highly structured discipline policies in order to function. However, a different reality exists. This study looks at the way well-respected teachers in urban schools utilize their classroom space, manage their…

  3. Primary Physical Education (PE): School Leader Perceptions about Classroom Teacher Quality Implementation

    Science.gov (United States)

    Lynch, Timothy; Soukup, Gregory J., Sr.

    2017-01-01

    Quality physical education (QPE) in primary school optimises children's well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal…

  4. Teachers' Perceptions of Effective Classroom Management within an Inner-City Middle School.

    Science.gov (United States)

    Turner, Catana L.

    This study was undertaken to obtain descriptive information about teachers' perceptions of effective classroom management within an inner-city middle school. Thirteen teachers in one such school in Tennessee were interviewed about their classroom management behaviors. Teachers appeared to have an elaborate system of beliefs related to the themes…

  5. Kissing Brides and Loving Hot Vampires: Children's Construction and Perpetuation of Heteronormativity in Elementary School Classrooms

    Science.gov (United States)

    Ryan, Caitlin L.

    2016-01-01

    This paper explores notions of (hetero)sexuality circulating in elementary school classrooms through an analysis of students' own talk and interactions. Data collected during a multi-site ethnography in a diverse set of elementary schools demonstrate that while curricular silences and teachers contribute to heteronormative classroom environments,…

  6. Access to Equal Opportunities: Building of a Virtual Classroom within Two 'Conventional' Schools.

    Science.gov (United States)

    Husu, Jukka

    2000-01-01

    This Finnish study linked two secondary school classrooms to one virtual classroom to enhance the quality of education in small schools. Discusses advantages, including the rapid development of pragmatism and intellectual and social partnership; and disadvantages, including a lack of intimacy and students' difficulties with self discipline and…

  7. Taking the conservation biology perspective to secondary school classrooms.

    Science.gov (United States)

    Wyner, Yael; Desalle, Rob

    2010-06-01

    The influence of conservation biology can be enhanced greatly if it reaches beyond undergraduate biology to students at the middle and high school levels. If a conservation perspective were taught in secondary schools, students who are not interested in biology could be influenced to pursue careers or live lifestyles that would reduce the negative impact of humans on the world. We use what we call the ecology-disrupted approach to transform the topics of conservation biology research into environmental-issue and ecology topics, the major themes of secondary school courses in environmental science. In this model, students learn about the importance and complexity of normal ecological processes by studying what goes wrong when people disrupt them (environmental issues). Many studies published in Conservation Biology are related in some way to the ecological principles being taught in secondary schools. Describing research in conservation biology in the language of ecology curricula in secondary schools can help bring these science stories to the classroom and give them a context in which they can be understood by students. Without this context in the curriculum, a science story can devolve into just another environmental issue that has no immediate effect on the daily lives of students. Nevertheless, if the research is placed in the context of larger ecological processes that are being taught, students can gain a better understanding of ecology and a better understanding of their effect on the world.

  8. The role of musical aptitude and language skills in preattentive duration processing in school-aged children.

    Science.gov (United States)

    Milovanov, Riia; Huotilainen, Minna; Esquef, Paulo A A; Alku, Paavo; Välimäki, Vesa; Tervaniemi, Mari

    2009-08-28

    We examined 10-12-year old elementary school children's ability to preattentively process sound durations in music and speech stimuli. In total, 40 children had either advanced foreign language production skills and higher musical aptitude or less advanced results in both musicality and linguistic tests. Event-related potential (ERP) recordings of the mismatch negativity (MMN) show that the duration changes in musical sounds are more prominently and accurately processed than changes in speech sounds. Moreover, children with advanced pronunciation and musicality skills displayed enhanced MMNs to duration changes in both speech and musical sounds. Thus, our study provides further evidence for the claim that musical aptitude and linguistic skills are interconnected and the musical features of the stimuli could have a preponderant role in preattentive duration processing.

  9. Examining classroom influences on student perceptions of school climate: the role of classroom management and exclusionary discipline strategies.

    Science.gov (United States)

    Mitchell, Mary M; Bradshaw, Catherine P

    2013-10-01

    There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  10. Exploring the Academic and Psychosocial Impact of El Sistema-Inspired Music Programs within Two Low Socio-Economic Schools

    Science.gov (United States)

    Osborne, Margaret S.; McPherson, Gary E.; Faulkner, Robert; Davidson, Jane W.; Barrett, Margaret S.

    2016-01-01

    We sought to understand the potential for positive non-musical outcomes for economically and socially disadvantaged primary school students who are involved in instrumental music learning programs. Two schools with students experiencing generational poverty, current or first-generation immigrant or refugee status who were running El-Sistema…

  11. Acoustical conditions for speech communication in active elementary school classrooms

    Science.gov (United States)

    Sato, Hiroshi; Bradley, John

    2005-04-01

    Detailed acoustical measurements were made in 34 active elementary school classrooms with typical rectangular room shape in schools near Ottawa, Canada. There was an average of 21 students in classrooms. The measurements were made to obtain accurate indications of the acoustical quality of conditions for speech communication during actual teaching activities. Mean speech and noise levels were determined from the distribution of recorded sound levels and the average speech-to-noise ratio was 11 dBA. Measured mid-frequency reverberation times (RT) during the same occupied conditions varied from 0.3 to 0.6 s, and were a little less than for the unoccupied rooms. RT values were not related to noise levels. Octave band speech and noise levels, useful-to-detrimental ratios, and Speech Transmission Index values were also determined. Key results included: (1) The average vocal effort of teachers corresponded to louder than Pearsons Raised voice level; (2) teachers increase their voice level to overcome ambient noise; (3) effective speech levels can be enhanced by up to 5 dB by early reflection energy; and (4) student activity is seen to be the dominant noise source, increasing average noise levels by up to 10 dBA during teaching activities. [Work supported by CLLRnet.

  12. Ability Group Configuration for the High School Physics Classroom

    Science.gov (United States)

    Zitnik, Scott

    This research project looks to investigate the effectiveness of different ability grouping arrangements for the high school physics classroom. Students were first organized based on their academic aptitude in physics into three general groups of high, medium, and low achieving students. They were then divided into both groups of four and dyads that were constructed in one of four arrangements, namely: random, homogeneous, heterogeneous, or student choice. Data was collected based on their academic performance as well as survey responses regarding the group and dyad performance. Students worked in a rotation of these groups and dyads for a unit to measure student preference and introduce collaborative work formally to the classes. At this point it was evident that students preferred the student choice arrangement based on survey responses, yet the student choice survey responses also resulted in the lowest level of reliability when compared to all other grouping methods. For the next unit students were kept in either the random, homogeneous, or heterogeneous grouping arrangement for the entirety of the unit. At the conclusion of the second unit student achievement as well as survey responses were analyzed. As a result of this research there appears to be a slight student preference as well as academic benefit to homogeneous group and dyad arrangements for each of the three ability groups of students in the high school physics classroom when compared to random and heterogeneous grouping methods of academic group arrangement.

  13. Positive School and Classroom Environment: Precursors of Successful Implementation of Positive Youth Development Programs

    Directory of Open Access Journals (Sweden)

    Rachel C. F. Sun

    2008-01-01

    Full Text Available This case study was based on a school where the Tier 1 Program of the Project P.A.T.H.S. was integrated into the formal curriculum. In this case study, an interview with the school principal, vice-principal, and social worker was conducted in order to understand their perceptions of administrative arrangements and issues in the school, implementation characteristics, program effectiveness, program success, and overall impression. Results showed that several positive school and classroom attributes were conducive to program success, including positive school culture and belief in students' potentials, an inviting school environment, an encouraging classroom environment, high involvement of school administrative personnel, and systematic program arrangement.

  14. School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

    Directory of Open Access Journals (Sweden)

    Manas Ranjan Panigrahi

    2014-07-01

    Full Text Available The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head Master and Teachers’ performance and Students’ performance; to find out the relationship between the school effectiveness and classroom teaching. The descriptive survey method was used to carry out this study. A Total number of 27 more-effective and 35 less-effective primary schools were included in the sample of the present study. And also all principals of selected schools and from each school 2 teachers were selected to know their classroom teaching in the classroom situation. The selection of teachers was based on their teaching the classes (III, IV and V, to investigate their participation in school activities. The findings of the present study on school effectiveness and classroom teaching find adequate support from similar or related studies. Thus, the above discussion reflects that there is no simple combination of factors, which can produce effective school. The study has, however, revealed that school effectiveness has emerged as related to classroom teaching.

  15. Composing colaboratively at schools: Between theories and practices in the field of creative music learning.

    Directory of Open Access Journals (Sweden)

    Viviane Beineke

    2018-01-01

    Full Text Available This research focuses on collaborative compositional practices, dealing with how theories and practices in the field of teaching and creative learning can be articulated in the planning and accompaniment of creative-musical projects. Its objective is to understand how participation in this type of projects can contribute to the construction of collaborative processes in creative learning, in a setting of a school music class. This research, qualitative in nature, consists of a case study, carried out by this Brazilian researcher in a German school. Methodological design includes planning and pedagogical actions in a group of fifth graders, including observation and registration of classes. Four projects were implemented, with varied approaches and composition themes, entitled: popcorn sounds; watching music, listening to images; musical journey; and musicking poems. The results show that children have been critically and enthusiastically involved in projects, negotiating ideas and taking group decisions. These collaborative processes have contributed to the construction of a shared system of musical ideas within the group that supports creative learning. The continuity of studies of this nature can favour the construction of a new approach, theoretical foundations and methodological perspectives for music education in a global context.

  16. Changing Paradigms in General Music Education

    Science.gov (United States)

    Özgül, Ilhan

    2015-01-01

    In Turkey, part of general music education in primary schools is music lessons, which are taught by primary school teachers for grades 1-4 and music teachers for grades 5-8. In the 21st century, the music education approach in schools has shifted from "school music" to "music in the school." This orientation is directly related…

  17. Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

    OpenAIRE

    Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2011-01-01

    The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Control...

  18. Effect of youth culture music on high school students' academic performance.

    Science.gov (United States)

    Lavoie, J C; Collins, B R

    1975-03-01

    This study investigated the assumption that youth culture orientation adversely affects school performance, using rock music as the youth culture component. Adolescents in grades 9-12 were assigned to a subject matter topic in the area of literature, mathematics, physical science, or social science and requested to study this topic intensely for 30 min in a music condition consisting of rock, classical, or no music. The subjects then were tested on their retention of the factual content of the article either immediately after the study period, 1 day later, or 3 days later. Retention was significantly lower in the rock music condition. Students recalled more content in the literature topic and in the immediate test. The results are discussed with reference to a social learning theory interpretation of youth culture.

  19. Does Listening to Slow Tempo Classical Music During Independent Writing Affect Children's On-Task Performance?

    Science.gov (United States)

    McKnight, Rosemary

    This project explored the effects of slow tempo classical music on children's on-task performance during independent writing. The project sample consisted of 24 students from a first grade classroom in the New York City Public School System. The students' on-task behavior was observed with and without use of slow tempo classical music playing, and…

  20. More Willingly to School : Tools for teachers to cope with linguistically diverse classrooms

    NARCIS (Netherlands)

    Broeder, Peter; Kistemaker, Mariska

    2015-01-01

    Students’ lack of school success often lies in the differences between the language used at home and the ‘school language’ they are required to use at school. A better insight into the domains in which the school language register is used can yield important information for classroom practice. A

  1. One-to-One Mobile Technology in High School Physics Classrooms: Understanding Its Use and Outcome

    Science.gov (United States)

    Zhai, Xiaoming; Zhang, Meilan; Li, Min

    2018-01-01

    This study examined ways in which high school students used mobile devices in physics classrooms and after school, and the impact of in-class and after-school mobile technology use on their physics learning performance and interest. We collected data from 803 high school freshmen in China after they had used mobile devices for over five months. A…

  2. Association between classroom ventilation mode and learning outcome in Danish schools

    DEFF Research Database (Denmark)

    Toftum, Jørn; Kjeldsen, Birthe Uldahl; Wargocki, Pawel

    2015-01-01

    Associations between learning, ventilation mode, and other classroom characteristics were investigated with data from a Danish test scheme and two widespread cross-sectional studies examining air quality in Danish schools. An academic achievement indicator as a measure of the learning outcome...... concentrations and temperatures in 820 classrooms in 389 schools were available. In 56% and 66% of the classrooms included in the two studies, the measured CO2 concentration was higher than 1000ppm. The findings of this study add to the growing evidence that insufficient classroom ventilation have impacts...... on learning outcomes....

  3. Impacts of Flipped Classroom in High School Health Education

    Science.gov (United States)

    Chen, Li-Ling

    2016-01-01

    As advanced technology increasingly infiltrated into classroom, the flipped classroom has come to light in secondary educational settings. The flipped classroom is a new instructional approach that intends to flip the traditional teacher-centered classroom into student centered. The purpose of this research is to investigate the impact of the…

  4. Into the Deep: Mindful Music Learning

    Science.gov (United States)

    Lind, Vicki R.

    2014-01-01

    This article outlines strategies for using thinking routines in the general music classroom to foster deeper learning. Based on the Artful Thinking program, a model developed by Harvard's Project Zero in collaboration with Traverse City [Michigan] Area Public Schools, thinking routines were developed to draw students into a more meaningful…

  5. Processes of Self-Regulated Learning in Music Theory in Elementary Music Schools in Slovenia

    Science.gov (United States)

    Fritz, Barbara Smolej; Peklaj, Cirila

    2011-01-01

    The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship…

  6. Examining the Associations Among Home-School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students.

    Science.gov (United States)

    Brown-Wright, Lynda; Tyler, Kenneth M; Graves, Scott L; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2013-01-01

    The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.

  7. Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

    Science.gov (United States)

    Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2015-01-01

    The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed. PMID:27081213

  8. Transfer value of learning music on cognitive development of elementary school and high school students

    Directory of Open Access Journals (Sweden)

    Vujošević Nevena J.

    2016-01-01

    Full Text Available Examining positive effects of music on cognitive development is often part of empirical researches within cognitive and general psychology of music. Starting from the studies conducted by the most modern technologies and methods of studying interconnectedness of mental processes and individual musical development, the conclusion is that active musical participation influences a large specter of enhancing the student's abilities even within other cognitive areas of his actions. Positive effects of music influence directly the development of student's verbal and visual-spatial abilities, abstract thinking, movement coordination, concentration and memory capacity, creativity in thinking and task solving, as well as the development of emotional, aesthetic and social intelligence of the individual. Some of them will be especially stressed in the paper. The paper informs about newer results of examining positive effects of music on non-musical cognitive abilities of students and indicates to positive implications that music and musical education can enhance overall cognitive development of personality.

  9. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.

    Science.gov (United States)

    Oberle, Eva; Schonert-Reichl, Kimberly A

    2016-06-01

    The purpose of this study was to explore the link between classroom teachers' burnout levels and students' physiological stress response. Drawing from a stress-contagion framework, we expected higher levels of teacher burnout to be related to elevated cortisol levels in elementary school students (N = 406, 50% female, Mean age = 11.26, SD = .89). Classroom teacher burnout was assessed with the Maslach Burnout Inventory modified for teachers. Salivary cortisol was collected as an indicator of students' hypothalamic-pituitary-adrenal (HPA) functioning. We collected salivary cortisol in children at 9 a.m., 11:30 a.m., and 2 p.m. in the classroom setting. Using Multilevel Modeling, we found that children's morning cortisol levels significantly varied between classrooms (10% variability). Higher levels of classroom teacher burnout significantly predicted the variability in morning cortisol. Teacher burnout reduced the unexplained variability in cortisol at the classroom level to 4.6%. This is the first study to show that teachers' occupational stress is linked to students' physiological stress regulation. We discuss the present findings in the context of potential stress contagion in the classroom, considering empirical and practical relevance. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. Flipped Instruction in a High School Science Classroom

    Science.gov (United States)

    Leo, Jonathan; Puzio, Kelly

    2016-10-01

    This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two remained traditional. The quiz and posttest data were adjusted for pretest differences using ANCOVA. The results suggest that flipped instruction had a positive effect student achievement, with effect sizes ranging from +0.16 to +0.44. In addition, some students reported that they preferred watching video lectures outside of class and appreciated more active approaches to learning.

  11. Compulsory Education in Italian Middle School Music Departments and the Music Education Act : Textbooks Associated with the 1963 Program and Guide to Music Education

    OpenAIRE

    Onouchi, Ai

    2015-01-01

    This paper aims to clarify the requirements for music education as part of general education in Italy through an assessment of the 1963 program, the music textbooks published by Ricordi during the implementation of that program, and the Guide to Music Education textbooks. I found that the textbooks focused on music theory, although the 1963 program emphasized practical training of students with a love of music. Further, the Guide to Music Education series was published specifically for use in...

  12. Compulsory Education in Italian Middle School Music Departments and the Music Education Act : Textbooks Associated with the 1963 Program and Guide to Music Education

    OpenAIRE

    大野内, 愛

    2015-01-01

    This paper aims to clarify the requirements for music education as part of general education in Italy through an assessment of the 1963 program, the music textbooks published by Ricordi during the implementation of that program, and the Guide to Music Education textbooks. I found that the textbooks focused on music theory, although the 1963 program emphasized practical training of students with a love of music. Further, the Guide to Music Education series was published specifically for use in...

  13. Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

    Science.gov (United States)

    Savasci, Funda; Berlin, Donna F.

    2012-02-01

    Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

  14. Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia

    Directory of Open Access Journals (Sweden)

    Hanna Sundari

    2017-12-01

    Full Text Available The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers’ perspectives.

  15. Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools

    Science.gov (United States)

    Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.

    2012-01-01

    Objective To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method Thirty-six classrooms within five urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. PMID:22428941

  16. Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.

    Science.gov (United States)

    Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon; Henry, David B; Frazier, Stacy L; Atkins, Marc S; Schoenwald, Sonja K

    2012-08-01

    To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. © 2012 American Psychological Association

  17. School Music Advocates Go Straight to Video: Online Services like SchoolTube Offer Far-Reaching Possibilities

    Science.gov (United States)

    Block, Debbie Galante

    2009-01-01

    A few years ago, Bill Pendziwiatr of Crestwood School District in Pennsylvania helped create a video documenting six local music programs, including snippets of rehearsals and performances by choirs, traditional bands, jazz and rock ensembles, orchestras, even a clapping class. His goal was to distribute the video all over the state so that…

  18. The Impact of Every Classroom, Every Day on High School Student Achievement: Results from a School-Randomized Trial

    Science.gov (United States)

    Early, Diane M.; Berg, Juliette K.; Alicea, Stacey; Si, Yajuan; Aber, J. Lawrence; Ryan, Richard M.; Deci, Edward L.

    2016-01-01

    Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and…

  19. Psychological intervention reduces self-reported performance anxiety in high school music students

    Directory of Open Access Journals (Sweden)

    Alice M Braden

    2015-03-01

    Full Text Available Music performance anxiety (MPA can be distressing for many young people studying music, and may negatively impact upon their ability to cope with the demands and stressors of music education. It can also lead young people to give up music or to develop unhealthy coping habits in their adult music careers. Minimal research has examined the effectiveness of psychological programs to address MPA in young musicians. Sixty-two adolescents were pseudo-randomised to a cognitive behavioural (CB group-delivered intervention or a waitlist condition. The intervention consisted of psychoeducation, cognitive restructuring and relaxation techniques, identification of strengths, goal-setting, imagery and visualisation techniques to support three solo performances in front of judges. Significant reductions in self-rated MPA were found in both groups following the intervention and compared to their baseline MPA. This reduction was maintained at two-months follow-up. There appeared to be inconsistent effects of the intervention upon judge-rated MPA, however the presence of floor effects precluded meaningful reductions in MPA. There appeared to be no effect of the intervention upon judge-rated performance quality. This study highlights the potential for group-based CB programs to be delivered within school music curricula to help young musicians develop skills to overcome the often debilitating effects of MPA.

  20. Predictors of Music Sight-Reading Ability in High School Wind Players

    Science.gov (United States)

    Gromko, Joyce Eastlund

    2004-01-01

    The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in…

  1. Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments

    Science.gov (United States)

    Parker, Elizabeth Cassidy; Draves, Tami J.

    2018-01-01

    We have written this article seeking to connect societal perceptions of disability with P-12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the…

  2. Basil Bernstein's Theory of the Pedagogic Device and Formal Music Schooling: Putting the Theory into Practice

    Science.gov (United States)

    Wright, Ruth; Froehlich, Hildegard

    2012-01-01

    This article describes Basil Bernstein's theory of the pedagogic device as applied to school music instruction. Showing that educational practices are not personal choices alone, but the result of socio-political mandates, the article traces how education functions as a vehicle for social reproduction. Bernstein called this process the…

  3. Music and Drama in Primary Schools in the Madeira Island--Narratives of Ownership and Leadership

    Science.gov (United States)

    Mota, Graça; Araújo, Maria Jose

    2013-01-01

    A three-year-case study funded by the Foundation for Science and Technology (FCT) from the Portuguese Ministry of Science, Technology and Higher Education was designed to study a 30-year project of music and drama in primary schools in Madeira. This article reports on the narratives of the three main figures in the project as they elaborate on its…

  4. Approaches of High School Instrumental Music Educators in Response to Student Challenges

    Science.gov (United States)

    Edgar, Scott N.

    2016-01-01

    The purpose of this multiple instrumental case study was to explore approaches of four high school instrumental music educators assuming the role of facilitative teacher in responding to challenges affecting the social and emotional well-being of their students. This study utilized the framework of social emotional learning as a lens to view the…

  5. The Effect of Mozart's Music on Social Learning Behavior of High School Students

    Science.gov (United States)

    Pelayo, Jose Maria G., III

    2010-01-01

    The researcher acknowledges the importance of creativity and innovation in terms of discovering more methods or strategies on improving intellectual growth of an individual. In this case, the researcher focuses on the Social Learning Behavior of high school students. About 15 years ago, a professor of psychology stirred up the music world with the…

  6. Autogenic Feedback Training (Body FORTRAN) for Musically Gifted Students at Bonita Vista High School.

    Science.gov (United States)

    Lane, John M.

    1982-01-01

    The Gifted Self-Understanding Assessment Battery (GSAB) was given to 34 (27 females, 7 males) music students (aged 15-17) at Bonita Vista High School in Chula Vista (California). Biofeedback training and assessment were followed by individual counseling for Autogenic Feedback Training (AFT) to achieve improvement of the individual's own well…

  7. Scientific Skateboarding and Mathematical Music: Edutainment That Actively Engages Middle School Students

    Science.gov (United States)

    Robertson, William; Lesser, Lawrence M.

    2013-01-01

    Edutainment has recently been a major growing area of education, showing great promise to motivate students with relevant activities. The authors are among innovators who have developed cutting-edge fusions of popular culture and STEM concepts to engage and to motivate middle school students, using vehicles such as music/song and skateboarding.…

  8. Stressors and Stressor Response Levels of Hong Kong Primary School Music Teachers

    Science.gov (United States)

    Wong, Marina Wai-yee; Chik, Maria Pik-yuk; Chan, Edmund Sze Shing

    2018-01-01

    Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: "changing education policy of the government";…

  9. Physical Activity and Music to Support Pre-School Children's Mathematics Learning

    Science.gov (United States)

    Elofsson, Jessica; Englund Bohm, Anna; Jeppsson, Catarina; Samuelsson, Joakim

    2018-01-01

    In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured teaching methods: Math in Action, characterised by physical activity and music, and common numerical activities. Children (28 girls, 25 boys) were…

  10. An Examination of Embedding Character Education into the Daily Functions of High School Instrumental Music Ensembles

    Science.gov (United States)

    Sours, James P.

    2009-01-01

    This study was conducted to examine the effectiveness of embedding character education into the daily functions of instrumental music ensembles at Franklin High School in Portland Oregon. The participants in the study were the students of the researcher which may have been a delimitation. Their ages were from 14 to 19 years. Students from…

  11. Real-time continuous glucose monitoring systems in the classroom/school environment.

    Science.gov (United States)

    Benassi, Kari; Drobny, Jessica; Aye, Tandy

    2013-05-01

    Children with type 1 diabetes (T1D) spend 4-7 h/day in school with very little supervision of their diabetes management. Therefore, families have become more dependent on technology, such as use of real-time continuous glucose monitoring (RT-CGM), to provide increased supervision of their diabetes management. We sought to assess the impact of RT-CGM use in the classroom/school environment. Children with T1D using RT-CGM, their parents, and teachers completed a questionnaire about RT-CGM in the classroom/school environment. The RT-CGM was tolerated well in the classroom/school environment. Seventy percent of parents, 75% of students, and 51% of teachers found RT-CGM useful in the classroom/school environment. The students found the device to be more disruptive than did their parents and teachers. However, all three groups agreed that RT-CGM increased their comfort with diabetes management at school. Our study suggests that RT-CGM is useful and not disruptive in the classroom/school environment. The development of education materials for teachers could further increase its acceptance in the classroom/school environment.

  12. Drawing from Rural Ideals for Sustainable School Music

    Science.gov (United States)

    Bates, Vincent C.

    2013-01-01

    Archetypal images in stories and lyrics such as Lehi's Dream in the Book of Mormon, Country Mouse and the City Mouse, and selected Country music lyrics grow from perceptions of social, cultural, and geographical realities. For their purveyors, they likely stem from personal experience as the proverbial Country Mouse in the city and/or from…

  13. An Ethic of Care in High School Instrumental Music

    Science.gov (United States)

    Edgar, Scott N.

    2014-01-01

    The purpose of this paper is to apply Noddings' ethic of care to a qualitative inquiry of select instrumental music educators. In the first section I describe and define an ethic of care, considering specifically who is involved in a caring relationship, how an ethic of care can be taught, and strategies for educational implementation and…

  14. Classical Music at a German Inner-City School: The German Philharmonic Chamber Orchestra Bremen at Comprehensive School Bremen East

    Directory of Open Access Journals (Sweden)

    Anna-Lena Musiol

    2013-12-01

    Full Text Available The German Philharmonic Chamber Orchestra Bremen, a world famous orchestra for classical music, and the Comprehensive School Bremen East, a school in a deprived area, in North American terms an inner-city school, are cooperating since 2007. A three-year follow-up evaluation study was conducted to find out, if projects facilitated by the presence of the orchestra have a positive impact on the self-reported well-being and the grades of students. Results showed that involvement in the projects distinctly benefited boys: They experience a better class climate and a higher satisfaction with school as well as improved German grades.

  15. Artists in Schools: "Kick Starting" or "Kicking Out" Dance from New Zealand Classrooms

    Science.gov (United States)

    Snook, Barbara; Buck, Ralph

    2014-01-01

    New Zealand primary school teachers have access to a comprehensive arts curriculum that includes dance, drama, music, and visual arts. This research focused on several teachers' reality of implementing the dance curriculum in New Zealand primary schools, drawing on Snook's (2012) study in this field. Our research valued the voices of teachers,…

  16. Narrative Texture: The Layering of Voices in a Secondary Classroom for Learners with Special Needs

    Science.gov (United States)

    Blair, Deborah V.

    2013-01-01

    In this paper I explore the layers of voices represented in a classroom of high school students with special needs. As their guest music teacher, I learned about their strengths and challenges, their teachers, and their engagement with music. Issues of inclusion, access, privacy, and personal bias confronted me as I worked to construct narratives…

  17. What Can You Learn about Writing in School?: A Case Study in an Elementary Classroom.

    Science.gov (United States)

    Florio, Susan; And Others

    A two-year study investigated writing in the elementary school. Data collected included field notes from observation of a second/third grade classroom, videotapes of selected classroom activities, weekly journals kept by the teacher reflecting her thoughts on teaching in general and on writing in particular, interviews with the teacher about the…

  18. "Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices

    Science.gov (United States)

    Arani, Mohammad Reza Sarkar; Keisuke, Fukaya; Lassegard, James P.

    2010-01-01

    This research examines "lesson study" as a traditional model of creating professional knowledge in schools. "Lesson study," typically defined as teachers' classroom based collaborative research, has a long history in Japan as a shared professional culture with potential for enhancing learning, enriching classroom activities and…

  19. Classroom Learning Environment and Motivation towards Mathematics among Secondary School Students in Uganda

    Science.gov (United States)

    Opolot-Okurut, Charles

    2010-01-01

    This article reports a study of secondary students' perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening…

  20. The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2012-01-01

    This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…

  1. The Emergence of Student Creativity in Classroom Settings: A Case Study of Elementary Schools in Korea

    Science.gov (United States)

    Cho, Younsoon; Chung, Hye Young; Choi, Kyoulee; Seo, Choyoung; Baek, Eunjoo

    2013-01-01

    This research explores the emergence of student creativity in classroom settings, specifically within two content areas: science and social studies. Fourteen classrooms in three elementary schools in Korea were observed, and the teachers and students were interviewed. The three types of student creativity emerging in the teaching and learning…

  2. The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

    Science.gov (United States)

    Demirdag, Seyithan

    2015-01-01

    High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…

  3. Factors behind Classroom Participation of Secondary School Students (A Gender Based Analysis)

    Science.gov (United States)

    Aziz, Fakhra; Quraishi, Uzma; Kazi, Asma Shahid

    2018-01-01

    It is evidence based conclusion that students' classroom participation makes them more motivated, supports their learning, improves their communication and promotes higher order thinking skills. The current study was an intention to investigate the current level of secondary school students' classroom participation and to identify the underlying…

  4. The development of the classroom social climate during the first months of the school year

    NARCIS (Netherlands)

    Mainhard, M.T.; Brekelmans, J.M.G.; Brok, den P.J.; Wubbels, Th.

    2011-01-01

    In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel

  5. Observing Emotional Interactions between Teachers and Students in Elementary School Classrooms

    Science.gov (United States)

    Yan, Elizabeth M.; Evans, Ian M.; Harvey, Shane T.

    2011-01-01

    Fostering emotional skills in the elementary (primary) school classroom can lead to improved learning outcomes, more prosocial behavior, and positive emotional development. Incorporating emotional skill development into the naturalistic and implicit teaching environment is a key feature of what is meant by the emotional climate of the classroom.…

  6. The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

    Science.gov (United States)

    Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara

    2014-01-01

    In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

  7. Girls in Primary School Science Classrooms: Theorising beyond Dominant Discourses of Gender

    Science.gov (United States)

    Cervoni, Cleti; Ivinson, Gabrielle

    2011-01-01

    The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on socio-cultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom…

  8. Handwriting in 2015: A Main Occupation for Primary School-Aged Children in the Classroom?

    Science.gov (United States)

    McMaster, Emily; Roberts, Tara

    2016-01-01

    Historically, handwriting is a skill acquired by children in the classroom. The relevance of this skill today is currently debated due to advances in technology. A nonexperimental time-series design investigated how much time Australian primary school children spend on handwriting in the classroom. A second aim investigated how much time was spent…

  9. Promoting School Success: Developing Social Skills and Early Literacy in Head Start Classrooms

    Science.gov (United States)

    Gunn, Barbara; Feil, Ed; Seeley, John; Severson, Herb; Walker, Hill M.

    2006-01-01

    This article reports the results of a pilot intervention to improve the social skills and literacy preparation of behaviorally at-risk Head Start children. Teachers in eight Head Start classrooms in two Oregon communities participated during the 2002-03 school year. Children in eight classrooms were screened and identified for participation using…

  10. Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

    Science.gov (United States)

    Patel, Nilesh Kumar

    2018-01-01

    This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was…

  11. Teacher Leaders' Perceptions of the Use of Humor in the High School Classroom

    Science.gov (United States)

    Kosiczky, Bonnie

    2013-01-01

    The purpose of this study was to investigate teacher leaders' perceptions of the use of humor in the high school classroom. For the purposes of this qualitative research the case study method was used. The question of what makes teachers successful with their use of humor in the classroom has been divided into four categories: climate,…

  12. The Influence of the High School Classroom Environment on Learning as Mediated by Student Engagement

    Science.gov (United States)

    Shernoff, David J.; Ruzek, Erik A.; Sinha, Suparna

    2017-01-01

    Classroom learning environments are frequently assumed to exert their influence on learning indirectly, via student engagement. The present study examined the influence of environmental challenge and support on learning in high school classrooms, and the potential for student engagement to act as a mediator in this relationship. Data were…

  13. The Reliability and Structure of the Classroom Assessment Scoring System in German Pre-Schools

    Science.gov (United States)

    Stuck, Andrea; Kammermeyer, Gisela; Roux, Susanna

    2016-01-01

    This study examined the reliability and structure of the Classroom Assessment Scoring System (CLASS; Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2008. "Classroom Assessment Scoring System. Manual Pre-K." Baltimore, MD: Brookes) and the quality of interactional processes in a German pre-school setting, drawing on a sample of 390…

  14. Classroom

    Indian Academy of Sciences (India)

    Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite responses, or ... "Classroom" is equally a forum for raising broader issues and .... Now we can approach the question from a different viewpoint.

  15. Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students' Scholastic Achievements.

    Science.gov (United States)

    Pennington, Charlotte R; Kaye, Linda K; Qureshi, Adam W; Heim, Derek

    2018-01-01

    Research points to the positive impact that gender-segregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single- or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students' prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11-12 year-old students' standardized test scores in Languages (English, foreign language), STEM-related (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixed-gender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students' prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students' grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement.

  16. Factors influencing teacher decisions on school, classroom, and curriculum

    Science.gov (United States)

    Crocker, Robert K.; Banfield, Helen

    This article describes a study designed to explore sources of influence on the judgments made by science teachers on school characteristics, classroom features, and properties of a science curriculum. The study had its theoretical basis in the concept that members of a social organization operate under certain functional paradigms, which govern their approach to events within the organization, and particularly to the implementation of innovations. Empirically, the study formed part of the Canadian contribution to the Second International Science Study, and was based on a survey of some 2000 Canadian teachers. The survey used an adaptation of policy capturing methodology, in which teachers were presented with variations in a hypothetical scenario designed to simulate a decision-making situation. Results suggest that teachers' judgments center around a number of factors, the primary ones being concern for student ability and interest, teaching methods, and school spirit and morale. On the other hand, variations in the scientific basis of a curriculum appear to exert little influence. The results are interpreted as indicators of the major elements of teacher functional paradigms.

  17. Integrating Apps with the Core Arts Standards in the 21st-Century Elementary Music Classroom

    Science.gov (United States)

    Heath-Reynolds, Julia; VanWeelden, Kimberly

    2015-01-01

    The implementation of the National Core Arts Standards has amplified the need for multiple approaches and opportunities for student responses and may compel music educators to use new tools. There are currently over one million available apps, and with the popularity of smart devices, student access to technology is increasing exponentially. Music…

  18. A New Way to Play Music Together: The Continuator in the Classroom

    Science.gov (United States)

    Ferrari, Laura; Addessi, Anna Rita

    2014-01-01

    This article describes a didactic experience concerning the interaction between young children and the Continuator, an Interactive Reflexive Musical System (IRMS) elaborated at SONY- Computer Science Laboratory in Paris. The general aim was to analyse whether and how the Continuator can be used in the kindergartner during the daily school…

  19. Teachers' Use of Digital Technology in Secondary Music Education: Illustrations of Changing Classrooms

    Science.gov (United States)

    Wise, Stuart; Greenwood, Janinka; Davis, Niki

    2011-01-01

    The music industry in the 21st century uses digital technology in a wide range of applications including performance, composition and in recording and publishing. Much of this digital technology is freely available via downloads from the internet, as part of software included with computers when they are purchased and via applications that are…

  20. Disability in the Classroom: Current Trends and Impacts on Music Education

    Science.gov (United States)

    Abramo, Joseph

    2012-01-01

    This article covers current trends in disability rights and raises questions about how society's views of disability influence the music education of students in need of special education services. Brief overviews of the disability-rights movement in the United States and of federal laws pertaining to disabilities and education are included. Next,…

  1. Hold the Phone! High School Students' Perceptions of Mobile Phone Integration in the Classroom

    Science.gov (United States)

    Thomas, Kevin; Muñoz, Marco A.

    2016-01-01

    This study examined the survey responses of 628 high school students in a large urban school district to determine their perceptions of mobile phone use in the classroom. Findings indicated that the majority of students (90.7%) were using a variety of mobile phone features for school-related work. Student support for instructional uses of phones,…

  2. School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

    Science.gov (United States)

    Panigrahi, Manas Ranjan

    2014-01-01

    The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head…

  3. Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

    Science.gov (United States)

    Girard, Beverly Lawler

    2010-01-01

    This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

  4. Promoting Academic Achievement in the Middle School Classroom: Integrating Effective Study Skills Instruction

    Science.gov (United States)

    Thorpe, Christin

    2010-01-01

    This study aimed to discover what study skills are most useful for middle school students, as well as strategies for integrating study skills instruction into the four main content area classrooms (English, math, science, and social studies) at the middle school level. Twenty-nine in-service middle school teachers participated in the study by…

  5. FROM THE EXPIERENCE OF SOLFEGGIO TEACHING AT THE GNESIN MOSCOW HIGH SPECIAL MUSIC SCHOOL (COLLEGE

    Directory of Open Access Journals (Sweden)

    ZENKINA NADEJDA

    2017-12-01

    Full Text Available The purpose of the article is to show the importance of solfeggio for training a professional musician and the practical use of this discipline under the conditions of some challenges of the contemporary educational reforms. Under these new conditions, solfeggio must exclude useless dull scholasticism, actively influence the development of musicality: memory, sense of rhythm, ear for harmony, ability for melodic improvisation. The interdisciplinary connections of solfeggio and other subjects (rhythmic, special class, Orff’s orchestra, taking place at the Gnessin Special Music School are especially important at present. The general problem of solfeggio teaching is the unity and balance of two poles: theory and practice, knowledge and ability.

  6. A Music Program for Training Head Start Teachers Using a Sequential, Cognitive, Developmental Process with Pre-school Children.

    Science.gov (United States)

    Brodhecker, Shirley G.

    This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these…

  7. A Defense of Using Pop Media in the Middle-School Classroom.

    Science.gov (United States)

    Witkin, Mitzi

    1994-01-01

    Discusses the ways that middle school English teachers can use popular teen culture within the context of general English instruction. Suggests bringing television, film, comics, advice columns, and teen magazines into the English classroom. (HB)

  8. Stagecoach Theatre Schools: England's Franchised Musical Theatre Training.

    Science.gov (United States)

    Heinig, Ruth Beall

    2001-01-01

    Describes how a student at Stagecoach (a private arts school), by securing the lead role in the film "Billy Elliot," encouraged other British boys to enroll in ballet and dance classes as well as Stagecoach Theatre Arts Schools. Present locations and international links for Stagecoach schools. Describes how the Stagecoach schools are run…

  9. How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study

    Directory of Open Access Journals (Sweden)

    Safnil Safnil

    2003-01-01

    Full Text Available The purpose of the study was to find out: (1 how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2 if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3 whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers from four different junior high schools or SMPs (2 favourite and 2 non-favourite in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT; (1 used the commercially prescribed textbooks to a large extent; (2 there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3 both groups of teachers adapted the textbooks or produced their own teaching materials.

  10. Mission Impossible or Possible Mission? Changing Confidence and Attitudes of Primary Preservice Music Education Students Using Kolb's Experiential Learning Theory

    Science.gov (United States)

    Russell-Bowie, Deirdre

    2013-01-01

    Many Australian state primary schools have a policy to use generalist teachers to teach music as well as many other subjects, however research indicates that primary generalist teachers lack confidence and competence to teach music in their classrooms. Added to this, preservice teachers enter their initial teacher education course with little or…

  11. MUSIC EDUCATION IN PRIMARY COMPULSORY SCHOOLS IN CROATIA AND SERBIA FROM 1945 TO 1990, IN THE CONTEXT OF SCHOOL CURRICULA

    Directory of Open Access Journals (Sweden)

    Lada Duraković

    2018-04-01

    Full Text Available After the Second World War, one of the priorities of cultural policy in the domain of music was the music education of young generations, which was essential to begin with at an early age. Its goal was to form a versatile person prepared for future work and social tasks, an active participant in the cultural and artistic life of his/her environment. Due to the insufficient researches conducted so far on musical education practices in the immediate post second World War period, in this paper we track the contents of the curricula in Croatia and Serbia. It’s our intention to emphasize the similarities and the differences in the music educational processes in the two biggest republics of the former Yugoslavia – from the initial lining on the soviet pedagogy trough reforms and changes to a unified conception of schooling on a federal level. The research shows that the curricula were constantly changed and supplemented in the first years after the war. Numerous changes resulted in the changed number of teaching hours and the teaching content, which year by year became more ambitious. The analysis of the curricula from the sixties onwards pointed to new guidelines which advocated the shift from active music playing and acquiring musical literacy to the concept of auditory perception and learning of musicological terminology. Each new syllabus was modified in accordance with the previous one, while taking into account the possibilities of their implementation in practice. Approaching contemporary pedagogical approaches was reflected in the requirements for the application of the model of active participation in the teaching process, the introduction of technological tools and openness to popular music practices.

  12. TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS

    Directory of Open Access Journals (Sweden)

    Alamsyah Harahap

    2015-12-01

    Full Text Available English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern and no lesson achieved.

  13. FUNCTIONAL ANALYSIS OF FUTURE MUSIC ART TEACHERS’ TRAINING FOR SINGING ACTIVITY OF COMPREHENSIVE SCHOOL SENIOR STUDENTS

    Directory of Open Access Journals (Sweden)

    Ma Chen

    2017-04-01

    Full Text Available In the article the functional analysis of future music art teachers’ training for singing activity of comprehensive school senior students is depicted. This issue is very important because improving educators and musicians’ training contributes not only to professional selfactualisation, but also to young generation’s encouraging for thorough learning music art works and their creative development in the process of group music tuitions. Extracurricular singing activity also plays an important part. It reveals art images to students, enriching creativity experience, forms the spiritual world, develops independent thinking, awakens creativity. The author points out the main functions of future music art teachers’ training. They are system and value, information, communication, creative and transformative, projective functions. The special attention is paid to characterizing the features of each function. The author claims that system and value function relates to the necessity to analyze the results of the educational process that contributes to productive solving problems by students and main tasks of music training. Information function is a subject background of art music teachers’ and pedagogical activities. Communicative function is realized in a teacher’s ability to develop the student’ initiative to plan cooperative activities, to be able to distribute duties, to carry out instructions, to coordinate cooperative activities, to create special situations for the implementation of educational influence. The analysis of pedagogical and methodological literature shows that The creative and transformative function is manifested in the creative use of pedagogical and methodological ideas in specific pedagogical conditions. The projective function is thought to promote the most complete realization of content of comprehensive and art education. Functional analysis of students’ training of art faculties at pedagogical universities to

  14. Longitudinal Analysis of Music Education on Executive Functions in Primary School Children

    Science.gov (United States)

    Jaschke, Artur C.; Honing, Henkjan; Scherder, Erik J. A.

    2018-01-01

    Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition. Methods: One hundred and forty-seven primary school children, Mage = 6.4 years, SD = 0.65 were followed for 2.5 years. Participants were randomized into four groups: two music intervention groups, one active visual arts group, and a no arts control group. Neuropsychological tests assessed verbal intelligence and executive functions. Additionally, a national pupil monitor provided data on academic performance. Results: Children in the visual arts group perform better on visuospatial memory tasks as compared to the three other conditions. However, the test scores on inhibition, planning and verbal intelligence increased significantly in the two music groups over time as compared to the visual art and no arts controls. Mediation analysis with executive functions and verbal IQ as mediator for academic performance have shown a possible far transfer effect from executive sub-function to academic performance scores. Discussion: The present results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Of note, following a two-and-a-half year long visual arts program significantly improves scores on a visuospatial memory task. All results combined, this study supports a far transfer effect from music education to academic achievement mediated by executive sub-functions. PMID:29541017

  15. Longitudinal Analysis of Music Education on Executive Functions in Primary School Children

    Directory of Open Access Journals (Sweden)

    Artur C. Jaschke

    2018-02-01

    Full Text Available Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition.Methods: One hundred and forty-seven primary school children, Mage = 6.4 years, SD = 0.65 were followed for 2.5 years. Participants were randomized into four groups: two music intervention groups, one active visual arts group, and a no arts control group. Neuropsychological tests assessed verbal intelligence and executive functions. Additionally, a national pupil monitor provided data on academic performance.Results: Children in the visual arts group perform better on visuospatial memory tasks as compared to the three other conditions. However, the test scores on inhibition, planning and verbal intelligence increased significantly in the two music groups over time as compared to the visual art and no arts controls. Mediation analysis with executive functions and verbal IQ as mediator for academic performance have shown a possible far transfer effect from executive sub-function to academic performance scores.Discussion: The present results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Of note, following a two-and-a-half year long visual arts program significantly improves scores on a visuospatial memory task. All results combined, this study supports a far transfer effect from music education to academic achievement mediated by executive sub-functions.

  16. Longitudinal Analysis of Music Education on Executive Functions in Primary School Children.

    Science.gov (United States)

    Jaschke, Artur C; Honing, Henkjan; Scherder, Erik J A

    2018-01-01

    Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition. Methods: One hundred and forty-seven primary school children, M age = 6.4 years, SD = 0.65 were followed for 2.5 years. Participants were randomized into four groups: two music intervention groups, one active visual arts group, and a no arts control group. Neuropsychological tests assessed verbal intelligence and executive functions. Additionally, a national pupil monitor provided data on academic performance. Results: Children in the visual arts group perform better on visuospatial memory tasks as compared to the three other conditions. However, the test scores on inhibition, planning and verbal intelligence increased significantly in the two music groups over time as compared to the visual art and no arts controls. Mediation analysis with executive functions and verbal IQ as mediator for academic performance have shown a possible far transfer effect from executive sub-function to academic performance scores. Discussion: The present results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Of note, following a two-and-a-half year long visual arts program significantly improves scores on a visuospatial memory task. All results combined, this study supports a far transfer effect from music education to academic achievement mediated by executive sub-functions.

  17. Music Therapy in Special Schools: The Assessment of the Quality of Relationship

    Directory of Open Access Journals (Sweden)

    Aspasia Fragkouli

    2013-12-01

    Full Text Available This qualitative scientific study – by means of analysing recorded therapeutic sessions with children with autism or mental disability in a special school – examines the process of creating a relationship between the therapist and the child in the context of music-therapeutic moments. The analysis of therapeutic moments was carried out through the AQR-instrument (Assessment of the Quality of Relationship and led to a the evaluation of the quality of relationship between the therapist and the child with autism or mental disability during therapy, b the evaluation of the correspondence of the therapeutic intervention to each child’s developmental level (modus, and c the appreciation of the differentiation in the relationship between the therapist and the child with autism or mental disability, as well as the size of that differentiation. Regardless of the pathology, it was observed that music therapy with children is advisable when the child shows disorders in his/her emotional development and in the ability to create a relationship. Music-therapeutic interventions that use the child itself as a starting point and follow the concept of elemental music, succeed in mobilising children’s healthy part and promote their development, in many areas. Research data are based on the author’s dissertation thesis: “Music therapy for children with psychological disorders in special education” (Fragkouli 2012.

  18. L'histoire de la musique en classe de Troisieme (A History of Music in the Secondary Schools)

    Science.gov (United States)

    Chemin-Hervilly, Suzanne

    1972-01-01

    Explains a scheme for teaching a history of music to secondary school students in France. Nineteenth and twentieth century composers, such as Schumann, Berlioz, Stravinsky, and Liszt, and their works are treated. (DS)

  19. The Rainbow Connection: How Music Classrooms Create Safe Spaces for Sexual-Minority Young People

    Science.gov (United States)

    Southerland, William

    2018-01-01

    LGBTQ students in many parts of the United States often experience hostility on the part of other students, teachers, and administrators. This article reviews current terminology, examines present-day attitudes and recent literature, and offers suggestions to educators who want to create safe spaces for all students in their classrooms.

  20. Bringing Global Climate Change Education to Alabama Middle School and High School Classrooms

    Science.gov (United States)

    Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.

    2013-12-01

    A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE

  1. Testing the Difference between School Level and Academic Mindset in the Classroom: Implications for Developing Student Psycho-Social Skills in Secondary School Classrooms

    Science.gov (United States)

    Hanson, Janet

    2017-01-01

    This study explored the relationship between school level and the psychosocial construct of an academic mindset operationalized on the Likert-style Project for "Educational Research That Scales" (PERTS) instrument; widely used in testing academic mindset interventions at the classroom level. Analyses were conducted using existing school…

  2. Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity.

    Science.gov (United States)

    Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W; Jackson, Daisy R

    2013-12-01

    Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties-social network equity-had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.

  3. Problems Encountered by Primary School Teachers in the Teaching of Music

    Directory of Open Access Journals (Sweden)

    Ilgım KILIÇ

    2009-04-01

    Full Text Available The aim of this research is to identify the problems encountered by primary school teachers and to makesuggestions to solve the problems. This is a descriptive study and also a case study. A questionnaire form wasused for data collection. The surveys were administered on the elementary education teachers working underAnkara Province Directorate of the Ministry of Education in 2006 – 2007 academic year. The data collectedwere analyzed using SPSS program and statistical analyses were carried out. It was concluded that theprimary school teachers’ music education was not sufficient and that they had encountered problems inimproving themselves with regard to music education. A number of suggestions were made in line with theresults obtained.

  4. Perception and production of linguistic and musical rhythm by Korean and English middle school students

    Directory of Open Access Journals (Sweden)

    Lydia N. Slobodian

    2008-12-01

    Full Text Available I examine rhythmic tendencies of Korean and Western middle school students in linguistic and abstract musical contexts using a series of speaking and clapping experiments. Results indicate a preference in both groups for beat subdivisions in small integer ratios and simple binary metric interpretations. These preferences are consistently more exaggerated in native English speaking students than in Korean students. Tempo was a significant factor in all tasks.

  5. String Music Educators' Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities

    Science.gov (United States)

    Gillespie, Robert; Russell, Joshua A.; Hamann, Donald L.

    2014-01-01

    The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data…

  6. Music plus Music Integration: A Model for Music Education Policy Reform That Reflects the Evolution and Success of Arts Integration Practices in 21st Century American Public Schools

    Science.gov (United States)

    Scripp, Lawrence; Gilbert, Josh

    2016-01-01

    This article explores the special case of integrative teaching and learning in music as a model for 21st century music education policy reform based on the principles that have evolved out of arts integration research and practices over the past century and informed by the recent rising tide of evidence of music's impact on brain capacity and…

  7. "It's a Lot of Hectic in Middle School": Student-Teaching in an Urban Classroom.

    Science.gov (United States)

    Meyer, Jim

    1999-01-01

    Relates the experience of a college professor who spent two months as a student teacher in an eighth-grade language arts classroom in an urban public school. Discusses middle school teaching verses college teaching, coming to know the students, discipline, student testing, accountability, teaching writing, the failure of teacher-training programs,…

  8. School Influence and Classroom Control: A Comparison of Career and Technical Education, Science, and Mathematics Teachers

    Science.gov (United States)

    Bowen, Bradley; Marx, Adam; Williams, Thomas; Napoleon, Larry, Jr.

    2017-01-01

    Teacher retention in the STEM fields is of national interest. Several factors, such as job satisfaction, classroom control, and school influence have been linked to teachers leaving the profession. By statistically analyzing various questions from the Schools and Staffing Survey Teacher Questionnaire, this study evaluated the current state of how…

  9. Acoustic comfort in high-school classrooms for students and teachers

    NARCIS (Netherlands)

    G.E. Puglisi; L.C. Cantor Cutiva (Lady Catherine); L. Pavese; A. Castellana; M. Bona; S. Fasolis; V. Lorenzatti; A. Carullo; A. Burdor; F. Bronuzzi; A. Astolfi

    2015-01-01

    textabstractThis work focuses on the evaluation of acoustical quality in high-school classrooms through in-field measurements and self-reports. Two school buildings that differ in location and typology, were considered. In-field measurements included sound insulation, room acoustics and

  10. Changing classroom practices: the role of school-wide capacity for sustainable improvement

    NARCIS (Netherlands)

    Sleegers, P.J.C.; Thoonen, E.E.J.; Oort, F.J.; Peetsma, T.T.D.

    2014-01-01

    Purpose: Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for

  11. Changing classroom practices: the role of school-wide capacity for sustainable improvement

    NARCIS (Netherlands)

    Sleegers, P.J.C.; Thoonen, Eric E.J.; Oort, Frans J.; Peetsma, Thea T.D.

    2015-01-01

    Purpose – Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for

  12. Elementary School Teachers' ICT Use in the Classroom and Their Motivators for Using ICT

    Science.gov (United States)

    Uluyol, Çelebi; Sahin, Sami

    2016-01-01

    Teachers play a significant role in integrating information and communication technology (ICT) in schools, and motivated teachers reflect higher levels of ICT use in their classroom. In this study, we used semistructured interviews to investigate elementary school teachers' ICT use and their motivators for doing so. The participants consisted of…

  13. Perceptions of Prospective Pre-School Teachers Regarding Children's Right to Participate in Classroom Activities

    Science.gov (United States)

    Koran, Nihan; Avci, Neslihan

    2017-01-01

    This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher's negative or positive applications regarding children's participation rights were revealed. Furthermore, preschool teachers'…

  14. Exploring Educators' Perceptions of Internet Technology for Classroom Education in Northern Virginia Schools

    Science.gov (United States)

    Stamey, Sherrill Dean, II.

    2011-01-01

    The pervasiveness of Internet technology in the educational environment of the United States has altered the way educators present information in the classroom. The schools of Northern Virginia, located in several of the financially wealthiest suburbs of the United States, provide a technologically advanced school system to explore Internet…

  15. The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

    Science.gov (United States)

    Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges

    2018-01-01

    This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether…

  16. In Their Voice: Lower Secondary School Students' Beliefs about Playing Musical Instruments, and the Impact of the Instrument Lesson upon Those Beliefs

    Science.gov (United States)

    Lowe, Geoffrey

    2010-01-01

    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…

  17. Providing better thermal and air quality conditions in school classrooms would be cost-effective

    DEFF Research Database (Denmark)

    Wargocki, Pawel; Wyon, David Peter

    2013-01-01

    codes stipulate that they should be. This is sometimes because financial resources for the maintenance and upgrade of school buildings are inadequate, but it is also because schools are increasingly allowing classroom temperatures to drift above the recommended range of 20–22 °C in warm weather......This paper is an overall summary of research by the authors on how classroom conditions affect the performance of schoolwork by children, motivated by the fact that the thermal and air quality conditions in school classrooms are now almost universally worse than the relevant standards and building...... and allowing outdoor air supply rates to remain so low that carbon dioxide (CO2) levels during school hours exceed 1000 ppm for long periods, in order to conserve energy. The research that is summarized in this paper shows that the indoor environmental consequences of either of these investment-free but ill...

  18. Teaching Popular Music: Investigating Music Educators' Perceptions and Preparation

    Science.gov (United States)

    Springer, D. Gregory

    2016-01-01

    The purpose of this study was to investigate in-service music teachers' perceptions of popular music in the classroom and to examine their own preparation to teach popular music. A sample of music teachers, drawn from two regional chapters of the American Orff-Schulwerk Association, completed a researcher-designed survey instrument. Results…

  19. Using "First Principles of Instruction" to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies

    Science.gov (United States)

    Lo, Chung Kwan; Hew, Khe Foon

    2017-01-01

    Flipping the classroom is a current pedagogical innovation in many schools and universities. Although interest in flipped classroom (or Inverted Classroom) continues to grow, its implementation so far has been driven more by teachers' intuitive beliefs, rather than empirically-based principles. Many studies merely replace in-class instructions…

  20. Teachers' Experience in Implementing Cooperative Learning in the Classrooms (Phenomenological Research at Junior High School Classrooms in Ponorogo, East Java, Indonesia)

    Science.gov (United States)

    Harjali

    2017-01-01

    This study aimed to investigate the teachers' perception toward the implementation of cooperative learning in the classroom. The research applied a qualitative phenomenological design that used a purposeful sample of six teachers at Junior High School Classrooms in Ponorogo, East Java, Indonesia. Data collected via in-depth interviews, participant…

  1. Musical, language and reading abilities in early Portuguese readers

    Directory of Open Access Journals (Sweden)

    Jennifer eZuk

    2013-06-01

    Full Text Available Early language and reading abilities have been shown to correlate with a variety of musical skills and elements of music perception in children. It has also been shown that reading impaired children can show difficulties with music perception. However, it is still unclear to what extent different aspects of music perception are associated with language and reading abilities. Here we investigated the relationship between cognitive-linguistic abilities and a music discrimination task that preserves an ecologically valid musical experience. Forty-three Portuguese-speaking students from an elementary school in Brazil participated in this study. Children completed a comprehensive cognitive-linguistic battery of assessments. The music task was presented live in the music classroom, and children were asked to code sequences of four sounds on the guitar. Results show a strong relationship between performance on the music task and a number of linguistic variables. A Principle Component Analysis of the cognitive-linguistic battery revealed that the strongest component (Prin1 accounted for 33% of the variance and Prin1 was significantly related to the music task. Highest loadings on Prin1 were found for reading measures such as Reading Speed and Reading Accuracy. Interestingly, twenty-two children recorded responses for more than four sounds within a trial on the music task, which was classified as Superfluous Responses (SR. SR was negatively correlated with a variety of linguistic variables and showed a negative correlation with Prin1. When analyzing children with and without SR separately, only children with SR showed a significant correlation between Prin1 and the music task. Our results provide implications for the use of an ecologically valid music-based screening tool for the early identification of reading disabilities in a classroom setting.

  2. Classroom

    Indian Academy of Sciences (India)

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... sharing personal experiences and viewpoints on matters related to teaching and learning ... Is there any well charaderised example of.

  3. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...

  4. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.

  5. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.

  6. Classroom

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.

  7. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and .... Research Institute, Bangalore ... From Bohr's theory we can calculate v = (En - En -1) / h the ... important reason for the failure of the qualitative arguments. An.

  8. Classroom communication in lessons of educational science and psychology at secondary school

    OpenAIRE

    Šimáková, Monika

    2017-01-01

    This bachelor thesis deals with classroom communication during pedagogy and psychology lessons at high schools. The aim of the thesis is to describe classroom communication in the observed subjects in a complex way and to give the reader a realistic idea about the communication between the teachers and their students during instruction. The thesis is divided into a theoretical and an empirical part. The theoretical part focuses on pedagogical communication itself, which is a key term in class...

  9. Putting It Together: Integrating Jazz Education in the Elementary General Music Classroom

    Science.gov (United States)

    Ferguson, Laura

    2004-01-01

    American schools have great secondary performance programs, and many of these programs do wonderful things with jazz education. As wonderful as these programs are, only a small percentage of secondary school students join them, and usually the percentage of students participating in the jazz components of these programs is even smaller. As many…

  10. Implementation of VOC source reduction practices in a manufactured house and in school classrooms

    International Nuclear Information System (INIS)

    Hodgson, A.T.; Apte, M.G.; Shendell, D.G.; Beal, D.; McIlvaine, J.E.R.

    2002-01-01

    Detailed studies of a new manufactured house and four new industrialized relocatable school classrooms were conducted to determine the emission sources of formaldehyde and other VOCs and to identify and implement source reduction practices. Procedures were developed to generate VOC emission factors that allowed reasonably accurate predictions of indoor air VOC concentrations. Based on the identified sources of formaldehyde and other aldehydes, practices were developed to reduce the concentrations of these compounds in new house construction. An alternate ceiling panel reduced formaldehyde concentrations in the classrooms. Overall, the classrooms had relatively low VOC concentrations

  11. Modelos didácticos en la enseñanza musical: el caso de la escuela española Didactic Models in Music Teaching: the Case of the Spanish School

    Directory of Open Access Journals (Sweden)

    María Cecilia Jorquera Jaramillo

    2010-12-01

    Full Text Available A partir del contexto educativo escolar español y sobre la base de fuentes bibliográficas y etnográficas se revisan descriptiva y analíticamente los modelos didácticos que subyacen en la práctica y discurso del magisterio escolar de enseñanza musical, obtenidos a través de entrevistas a ocho maestros. Tal ejercicio se basa en los modelos de investigación escolar propuestos por García Pérez (2000, ampliados y adaptados por la autora atendiendo a otras dimensiones operativas de la labor pedagógica. Así, se caracterizan los modelos académico, práctico, comunicativo lúdicoj complejo, proporcionando al docente una herramienta que le pueda permitir analizar y comprender los sucesos del aula, para poder introducir cambios que contribuyan a mejorar el aprendizaje de sus alumnos. Los modelos didácticos expuestos en el presente escrito constituyen una primera aproximación a una visión sistemática y crítica de la enseñanza musical, con carácter provisional.Didactic models in music teaching are described within the framework of the Spanish high school education context These models are also discussed in analytical terms on the basis of the information supplied by the practice and discourse of eight music teachers along with bibliographic and ethnographic sources. The study is based on scholarly research models proposed by Garcia Pérez (2000 which have been expanded and adapted by the author as pertain to other operational dimensions of the pedagogical work. Models are typified as academic, practical, communicative-playful and complex. They provide teachers with a tool suitable for the analysis and understanding of the events occurring in the classroom as the basis for introducing changes that will improve student learning. Didactic models presented here are a first attempt to create on a provisional basis a systematic and critical view of music teaching.

  12. Do school classrooms meet the visual requirements of children and recommended vision standards?

    Directory of Open Access Journals (Sweden)

    Kalpa Negiloni

    Full Text Available Visual demands of school children tend to vary with diverse classroom environments. The study aimed to evaluate the distance and near Visual Acuity (VA demand in Indian school classrooms and their comparison with the recommended vision standards.The distance and near VA demands were assessed in 33 classrooms (grades 4 to 12 of eight schools. The VA threshold demand relied on the smallest size of distance and near visual task material and viewing distance. The logMAR equivalents of minimum VA demand at specific seating positions (desk and among different grades were evaluated. The near threshold was converted into actual near VA demand by including the acuity reserve. The existing dimensions of chalkboard and classroom, gross area in a classroom per student and class size in all the measured classrooms were compared to the government recommended standards.In 33 classrooms assessed (35±10 students per room, the average distance and near logMAR VA threshold demand was 0.31±0.17 and 0.44±0.14 respectively. The mean distance VA demand (minimum in front desk position was 0.56±0.18 logMAR. Increased distance threshold demand (logMAR range -0.06, 0.19 was noted in 7 classrooms (21%. The mean VA demand in grades 4 to 8 and grades 9 to 12 was 0.35±0.16 and 0.24±0.16 logMAR respectively and the difference was not statistically significant (p = 0.055. The distance from board to front desk was greater than the recommended standard of 2.2m in 27 classrooms (82%. The other measured parameters were noted to be different from the proposed standards in majority of the classrooms.The study suggests the inclusion of task demand assessment in school vision screening protocol to provide relevant guidance to school authorities. These findings can serve as evidence to accommodate children with mild to moderate visual impairment in the regular classrooms.

  13. Are classroom internet use and academic performance higher after government broadband subsidies to primary schools?

    OpenAIRE

    Hyland, Marie; Layte, Richard; Lyons, Sean; McCoy, Selina; Silles, Mary

    2013-01-01

    This paper combines data from a government programme providing broadband access to primary schools in Ireland with survey microdata on schools', teachers' and pupils use of the internet to examine the links between public subsidies, classroom use of the internet and educational performance. Provision of broadband service under a government scheme was associated with more than a doubling of teachers' use of the internet in class after about a two year lag. Better computing facilities in school...

  14. LEAVING SCHOOL BACK TO REGULATION TO THE EXCLUSION AND DISCRIMINATION TO CLASSROOMS

    OpenAIRE

    Silvia Escobedo-Orihuela

    2016-01-01

    Overview healthy coexistence in basic education classrooms is having significant detriments, school rules are not having answers and these happen to be exclusionary and discriminating. In order to achieve inclusive settings it is necessary to transform the school rules in a constructed document consensual, democratic and fully, to include the entire school community and that it is located within the local framework of coexistence, i.e. to build coexistence agreements governing the...

  15. Using social media in a high school physics classroom

    Science.gov (United States)

    2015-03-01

    In today's classrooms students have ever increasing access to technology and social media. Rather than try and suppress the use of it in my classroom, I have embraced it and use it as a tool to foster collaboration and science writing with my physics students. There are many platforms to engage your students online, from simple and free to dynamic and costly, but the benefits of using social media for your students is worth giving it try.

  16. The construction of creativity: using video to explore secondary school music teachers’ views

    Directory of Open Access Journals (Sweden)

    Oscar Odena

    2006-04-01

    Full Text Available Abstract: This paper is taken from research which seeks to illustrate how English secondary school music teachers view creativity. It explores methodological issues regarding the eliciting of the views of teachers regarding creativity, with particular reference to the use of videotaped extracts of lessons during in-depth semi-structured interviews. Various research designs and results from previous studies are examined and the implications pointed out. A pilot study using a theoretical four-fold framework (pupil-environment-process-product is reported. A qualitative research design was used to allow teachers to reflect on their own ideas. Music lessons on composition and improvisation from three schools were observed and videotaped. The teachers were interviewed and asked to complete a ‘Musical Career Path’. The process of analysis was assisted by a software package for qualitative research (i.e. NUDIST. The conclusions presented some subcategories that supported the initial framework and exemplified the complexities in defining the term ‘creativity’, pointing to a need for further enquiry. It is suggested that the use of videotaped extracts of lessons for the purpose of discussion with participants during the interviews, proved beneficial in exploring the teachers’ views of creativity. This method may have relevance for both researchers and practitioners interested in teachers’ attitudes.

  17. Relationships between the school-level and classroom-level ...

    African Journals Online (AJOL)

    aspirations had significantly less interest in music than did students with high- ..... I have sufficient knowledge about OBE to deal with OBE-related issues in my teaching. ..... Barry Fraser is Professor and Director of the Science and Mathematics ...

  18. MUSIC CLASSES INFLUENCE ON THE COGNITIVE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    M. E. Permiakova

    2016-01-01

    Full Text Available The aim of the study is to determine the influence of music classes on the cognitive functions formation in children of primary school age with regulatory development and children with attention deficit hyperactivity disorder (ADHD.Methods. The complex pediatric neuropsychological method by T. V. Akhutina is used in the presented study. This method was developed at the Laboratory of Neuropsychology in Moscow State University under the direction of T. V. Akhutina.Results. The quantitative and qualitative analysis of the results obtained during the neuropsychological research reveals that music classes within one year significantly influence on the increase in the rate of cognitive development of children with regulatory development. This is manifested in a more rapid formation of their kinetic and kinesthetic functions, hemispheric interaction and the ability to perceive and reproduce rhythmic structures. Research of influence of learning to play musical instruments within two years on the cognitive development of children with attention deficit hyperactivity disorder showed significantly greater development of the programming functions and voluntary activity control, the kinetic functions, hemispheric interaction, the ability to perceive and reproduce rhythms per sample, verbal memory of children involved in music. This demonstrates more rapid flow of their compensatory processes and forming a number of cognitive functions.Scientific novelty. The statistically confirmed data on correctional-developing influence of music classes on cognitive development of children with attention deficit hyperactivity disorder are achieved.Practical significance. The research materials may be applied by practical psychologists in preparation of complex correctional care programs for children with attention deficit hyperactivity disorder.

  19. Factors Influencing Fluid Milk Waste in a Breakfast in the Classroom School Breakfast Program.

    Science.gov (United States)

    Blondin, Stacy A; Goldberg, Jeanne P; Cash, Sean B; Griffin, Timothy S; Economos, Christina D

    2018-04-01

    To determine predictors of fluid milk waste in a Breakfast in the Classroom School Breakfast Program. Cross-sectional with 3 repeated measures/classroom. Elementary schools in a medium-sized, low-income, urban school district. Twenty third- through fourth-grade classrooms across 6 schools. Dependent variables include percentage of total and served milk wasted. Independent variables included observed daily menu offerings, program factors, and teacher and student behavior. Descriptive statistics were used to characterize variables across classrooms and schools. Multilevel mixed-effects models were used to test associations between predictors and outcomes of interest. P ≤ .05 was considered statistically significant. Total milk waste increased 12% when juice was offered and 3% for each additional carton of unserved milk. Teacher encouragement to take and/or consume breakfast was associated with a 5% and 9% increase in total and served milk waste, respectively. When students were engaged in other activities in addition to eating breakfast, total milk waste decreased 10%. Beverage offerings were predictive of greater total milk waste. Teacher and student behavior also appeared to influence milk consumption. Findings suggest that specific changes to School Breakfast Program implementation policies and practices could have an important role in waste mitigation. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  20. Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?

    Science.gov (United States)

    Hunley, Rebecca C.

    For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

  1. The process of teaching and learning of music in the Vocational Schools of Art: A look at its historical background

    Directory of Open Access Journals (Sweden)

    Olga Marín-Arias

    2016-03-01

    Full Text Available The work stems from a pedagogical research to contribute to learning developer of Musical Initiation from content integration with mathematics subject in the Vocational Schools of Art (EVA .In these institutions the problem of fragmentation of content is presented, limited understanding of the relative values of the notes or rhythmic figures, and therefore, learning Music developer. Since this problem situation, the need for an analysis of the historical background of the process of teaching and learning of mathematics and Musical Initiation ponders since its founding to the present.

  2. Features of musical accompaniment on the lessons of physical culture with the use of complexes of aerobics at school.

    Directory of Open Access Journals (Sweden)

    Kalinichenko E.N.

    2011-03-01

    Full Text Available Reading of physical culture is considered with the elements of aerobics, which was conducted under musical accompaniment. In an experiment 517 schoolboys took part from the different classes of different educational establishments. It is well-proven that music positively influences on the psycoemotional state of children of school age, promotes a capacity and creates a background for rest, and also can make happy and sadden, excite and calm a child.

  3. Comparing Beginning and Experienced Teachers' Perceptions of Classroom Management Beliefs and Practices in Elementary Schools in Turkey

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2009-01-01

    The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the…

  4. What Principals Do to Improve Teaching and Learning: Comparing the Use of Informal Classroom Observations in Two School Districts

    Science.gov (United States)

    Ing, Marsha

    2013-01-01

    Informally observing classrooms is one way that principals can help improve teaching and learning. This study describes the variability of principals' classroom observations across schools and identifies the conditions under which observations relate to the instructional climate in some schools and not others. Data for this study come from…

  5. The Influence of Classroom Disciplinary Climate of Schools on Reading Achievement: A Cross-Country Comparative Study

    Science.gov (United States)

    Ning, Bo; Van Damme, Jan; Van Den Noortgate, Wim; Yang, Xiangdong; Gielen, Sarah

    2015-01-01

    Despite considerable interest in research and practice in the effect of classroom disciplinary climate of schools on academic achievement, little is known about the generalizability of this effect over countries. Using hierarchical linear analyses, the present study reveals that a better classroom disciplinary climate in a school is significantly…

  6. Is there a correlation between students' perceptions of their middle school science classroom learning environment and their classroom grades?

    Science.gov (United States)

    Snyder, Wayne

    The purpose of this study was to determine if the marking period grades of middle school science students are correlated with their perception of the classroom learning environment, and if so could such an indicator be used in feedback loops for ongoing classroom learning environment evaluation and evolution. The study examined 24 classrooms in three districts representing several different types of districts and a diverse student population. The independent variable was the students' perceptions of their classroom learning environment (CLE). This variable was represented by their responses on the WIHIC (What Is Happening In This Class) questionnaire. The dependent variable was the students' marking period grades. Background data about the students was included, and for further elaboration and clarification, qualitative data was collected through student and teacher interviews. Middle school science students in this study perceived as most positive those domains over which they have more locus of control. Perceptions showed some variance by gender, ethnicity, teacher/district, and socio-economic status when viewing the absolute values of the domain variables. The patterns of the results show consistency between groups. Direct correlation between questionnaire responses and student grades was not found to be significant except for a small significance with "Task Orientation". This unexpected lack of correlation may be explained by inconsistencies between grading schemes, inadequacies of the indicator instrument, and/or by the one-time administration of the variables. Analysis of the qualitative and quantitative data led to the conclusion that this instrument is picking up information, but that revisions in both the variables and in the process are needed. Grading schemes need to be decomposed, the instrument needs to be revised, and the process needs to be implemented as a series of regular feed-back loops.

  7. Relationships between the school-level and classroom-level ...

    African Journals Online (AJOL)

    education; school-level environment; science education; South Africa. Introduction .... instrument to the primary school students (N = 1,077) of 31 distance-education primary school teachers ..... Centre for Curriculum, Transfer and Technology.

  8. Using Informal Education through Music Video Creation

    Science.gov (United States)

    Cayari, Christopher

    2014-01-01

    Music video creation provides students a new way to express themselves and become better performers and consumers of media. This article provides a new perspective on Lucy Green's informal music pedagogy by enabling students to create music videos in music classrooms; thus, students are able to create music videos that informally develop…

  9. Music and Reading: Finding Connections from Within

    Science.gov (United States)

    Hall, Suzanne N.; Robinson, Nicole R.

    2012-01-01

    Increasingly, music teachers are required to assist, tutor, or teach reading skills in the music classroom. In the effort to meet such mandates, music teachers may be challenged to either relinquish valuable music instruction time or attempt to combine instructional strategies of both music and reading into singular lessons, units, and classroom…

  10. Music, Synergies and Interculturality: "MUSSI at School" Project

    Science.gov (United States)

    Corte-Real, Maria De Sao Jose

    2008-01-01

    MUSSI is the name of a she-cat from an imaginary story invented and told by children from two elementary schools through different performing modalities. It is also the name of a pilot project of Applied Ethnomusicology funded by a major Portuguese Company, SONAE Sierra, through the local Loures Shopping Centre, which paid for the musical…

  11. Music Listening Is Creative

    Science.gov (United States)

    Kratus, John

    2017-01-01

    Active music listening is a creative activity in that the listener constructs a uniquely personal musical experience. Most approaches to teaching music listening emphasize a conceptual approach in which students learn to identify various characteristics of musical sound. Unfortunately, this type of listening is rarely done outside of schools. This…

  12. Instructional strategies in science classrooms of specialized secondary schools for the gifted

    Science.gov (United States)

    Poland, Donna Lorraine

    This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

  13. Music Education in the United States: Schools and Departments of Music. Bulletin, 1908, No. 4. Whole Number 387

    Science.gov (United States)

    Manchester, Arthur L.

    1908-01-01

    To define the status of music education in the United States has been practically impossible. The utter lack of systematic courses of instruction, the widely varying standards of merit, and the absence of cooperation upon the part of those engaged in music teaching not only have made impossible any accurate computation of the results which have…

  14. Classroom

    Indian Academy of Sciences (India)

    CLASSROOM. Figure 1. An antibubble photographed with a white backdrop. contrast to the case of soap bubbles,. Soap bubbles float in air and descend due to gravity on account of higher density of the soap solution, while antibubbles rise due to buoyancy of the air film and float just below the surface of the soap solution.

  15. Students' beliefs, attitudes, and conceptual change in a traditional and a constructivistic high school physics classroom

    Science.gov (United States)

    Adams, April Dean

    In this study, the relationships between student beliefs about the nature of science, student attitudes, and conceptual change about the nature of forces were investigated within a traditional and within a constructivistic high school physics classroom. Students in both classrooms were honors students taking a first year high school physics course and were primarily white and middle to upper SES. Students in the traditional classroom were all high ability juniors, and physics instruction was integrated with pre-calculus. Students in the constructivistic classroom were a mixture of juniors and seniors. Due to the interrelated nature of these factors and the complexity of their interactions, a naturalistic inquiry design was chosen. The data sources included videotape of 7-9 weeks of instruction; analysis of the videotapes using the Secondary Teacher Analysis Matrix (Gallagher & Parker, 1995); field notes; pretest/posttest assessment with the Force Concept Inventory (Hestenes, Wells, & Swackhammer, 1992); student responses from the Views on Science-Technology-Society questionnaire (Aikenhead & Ryan, 1992), the Questionnaire for the Assessment of a Science Course (Chiappetta, 1995), and the Constructivist Learning Environment Survey (Taylor, Fraser, & White, 1994); student interviews; and teacher interviews. In the traditional classroom, (a) students did not think that physics was relevant to everyday experiences; (b) high conceptual change students were more likely to have an angular world view (Cobern, 1993) and have views more similar to the teacher's about the nature of science; and (c) high conceptual change students were able to develop an internally consistent understanding of the content; however, that content appeared to be isolated knowledge in some students. In the constructivistic classroom, (a) students saw physics as relevant and useful; (b) there was no difference in world view or agreement with the teacher's views on the nature of science between high

  16. Music Teachers and Music Therapists: Helping Children Together.

    Science.gov (United States)

    Patterson, Allyson

    2003-01-01

    Provides background information on music therapy. Discusses how music therapy works in the public school setting and offers advice to music teachers. Explores music therapy and the Individuals with Disabilities Education Act, addressing the benefits of having access to music therapists. (CMK)

  17. Intelligent Design in the Public School Science Classroom

    Science.gov (United States)

    Hickey, Wesley D.

    2013-01-01

    The ongoing battle to insert intelligent causes into the science classrooms has been met with political approval and scientific rejection. Administrators in the United States need to be aware of the law related to creationism and intelligent design in order to lead in local curricular battles. Although unlikely to appease the ID proponents, there…

  18. Anxiety in the Classroom: Implications for Middle School Teachers

    Science.gov (United States)

    Moran, Kristen

    2016-01-01

    Anxiety is a prevalent mental health concern in children and adolescents that can have a negative effect on their personal relationships as well as their academics. Teachers are in a position to assist in recognizing the signs of anxiety and supporting students in the classroom. Practical suggestions on how teachers can support middle school…

  19. Language practices in school-based Grade R classrooms | Lenyai ...

    African Journals Online (AJOL)

    The investigation on language practices aimed at establishing how the language of learning policy formulated by the Department of Education in South Africa was interpreted at classroom level. The study focused on language activities in schoolbased Grade R classes to observe how learners' home language was used as ...

  20. Classroom management at the university level: lessons from a former high school earth science teacher

    Science.gov (United States)

    Lazar, C.

    2009-12-01

    Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment

  1. The relation between musical abilities and the phonological awareness in pre-school children

    Directory of Open Access Journals (Sweden)

    Anja Božič

    2007-06-01

    Full Text Available The pre-school period plays a very important role in the language development. One of the significant indicators of this development is the phonological awareness. Some of the previous studies reported the presence of the relation between the phonological awareness and musical abilities. Our main goal was to examine this relation with the Test of the phonological awareness and the Test of musical abilities on 67 Slovene preschool children, aged from 5 to 6. We also wanted to investigate the differences between boys (N = 36 and girls (N = 31 and the differences between two age groups (aged from 5 to 5.5 years, N = 32, and from 5.5 to 6 years, N = 35. The results confirmed the connection between musical abilities and the phonological awareness. They also indicated that the recognition of the first and the last phoneme is related to melodic awareness and that phoneme merging is mainly related to rhythm awareness. No significant differences were found between male and female children or between the groups of the children of different ages.

  2. Performance of low pressure mechanical ventilation concept with diffuse ceiling inlet for renovation of school classrooms

    DEFF Research Database (Denmark)

    Terkildsen, Søren; Svendsen, Svend

    In a great portion of Danish primary schools the mechanical ventilation systems is outdated or simply rely on opening of windows to ventilate the classrooms. This leads to high energy consumption for fans and/or ventilation heat losses and poor indoor environment, as the ventilation systems cannot...... provide a sufficient ventilation rate. A recent study with 750 Danish classrooms show that 56 % had CO2-concentrations over a 1000 ppm, which is the recommended limit by the Danish working environment authority and this adversely affects the performance and well being of the pupils. This paper describes...... a mechanical ventilation concept to lower energy consumption and improve the indoor environment, developed for refurbishment of school classrooms. The performance of the concept is investigated through computer simulations and measurements of energy consumption and indoor environment. The measurements are made...

  3. Efficacy of application technology of managing physical exercise by the musical accompaniment to reduce school anxiety first form pupils

    Directory of Open Access Journals (Sweden)

    Y.V. Smirnova

    2014-01-01

    Full Text Available Purpose : to study the need to improve the mental state of first-graders and the possibility of achieving this goal, the lesson of physical culture at the expense of proper use of musical accompaniment exercise. Material : participated in the experiment experimental, control and background group (only 55 students of first class. Results : argues that music has a regulating effect on mental and physiological state of a person. It is noted that the combined effects of exercise and music on the body and psyche of a child reduces total anxiety in school. Also reduces the fear in a meaningful situation knowledge test. Found that the effect of exercise without music and with various embodiments use musical accompaniment in the lesson to address interpersonal relations student and the teacher has no significant difference. Conclusions : as a result of the pedagogical experiment to identify significantly positive, confirming the effectiveness of the technology of managing physical exercise by the musical accompaniment for the performance of most indicators of school anxiety.

  4. One-to-one iPad technology in the middle school mathematics and science classrooms

    Science.gov (United States)

    Bixler, Sharon G.

    Science, technology, engineering, and mathematics (STEM) education has become an emphasized component of PreK-12 education in the United States. The US is struggling to produce enough science, mathematics, and technology experts to meet its national and global needs, and the mean scores of science and mathematics students are not meeting the expected levels desired by our leaders (Hossain & Robinson, 2011). In an effort to improve achievement scores in mathematics and science, school districts must consider many components that can contribute to the development of a classroom where students are engaged and growing academically. Computer technology (CT) for student use is a popular avenue for school districts to pursue in their goal to attain higher achievement. The purpose of this study is to examine the use of iPads in a one-to-one setting, where every student has his own device 24/7, to determine the effects, if any, on academic achievement in the areas of mathematics and science. This comparison study used hierarchical linear modeling (HLM) to examine three middle schools in a private school district. Two of the schools have implemented a one-to-one iPad program with their sixth through eighth grades and the third school uses computers on limited occasions in the classroom and in a computer lab setting. The questions addressed were what effect, if any, do the implementation of a one-to-one iPad program and a teacher's perception of his use of constructivist teaching strategies have on student academic achievement in the mathematics and science middle school classrooms. The research showed that although the program helped promote the use of constructivist activities through the use of technology, the one-to-one iPad initiative had no effect on academic achievement in the middle school mathematics and science classrooms.

  5. Victor Assis Brasil: a importância do período na Berklee School of Music (1969-1974 em seu estilo composicional Victor Assis Brasil: the importance of the Berklee School of Music period (1969-1974 on his compositional style

    Directory of Open Access Journals (Sweden)

    Marco Túlio de Paula Pinto

    2011-06-01

    Full Text Available Discussão sobre o papel do ambiente musical de Boston, especialmente da Berklee School of Music entre 1969 e 1974, no desenvolvimento do estilo composicional e das habilidades como arranjador de Victor Assis Brasil (1945-1981 e seus reflexos na parcela de sua produção musical que apresenta a mistura de elementos de música clássica, jazz e música brasileira.Discussion about the influence of the musical environment of Boston, especially that of the Berklee School of Music, between 1969 and 1974, on the development of the compositional style and arranging skills of Brazilian saxophone player and composer Victor Assis Brasil. (1945-1981, and its reflexes in his musical production which mixes elements from classical music, jazz and Brazilian popular music.

  6. Film Music. Factfile No. 8.

    Science.gov (United States)

    Elsas, Diana, Ed.; And Others

    Organizations listed here with descriptive information include film music clubs and music guilds and associations. These are followed by a representative list of schools offering film music and/or film sound courses. Sources are listed for soundtrack recordings, sound effects/production music, films on film music, and oral history programs. The…

  7. Transforming Principles into Practice: Using Cognitive Active Learning Strategies in the High School Classroom

    Science.gov (United States)

    Swiderski, Suzanne M.

    2011-01-01

    High school teachers who engage students through active learning in their classrooms can more fully understand this instructional practice by examining the theories and strategies underlying the cognitive perspective of educational psychology, which addresses the development of knowledge in the individual mind. Two theoretical explanations,…

  8. How does classroom composition affect learning outcomes in Ugandan primary schools?

    DEFF Research Database (Denmark)

    Jones, Edward Samuel

    2016-01-01

    There is widespread agreement that schooling quality should be a priority in the post-2015 education agenda, but less agreement on how quality can be enhanced in a cost effective manner. In Uganda, classroom overcrowding is often considered a critical cause of poor learning outcomes. This paper...

  9. A Literature Review: The Effect of Implementing Technology in a High School Mathematics Classroom

    Science.gov (United States)

    Murphy, Daniel

    2016-01-01

    This study is a literature review to investigate the effects of implementing technology into a high school mathematics classroom. Mathematics has a hierarchical structure in learning and it is essential that students get a firm understanding of mathematics early in education. Some students that miss beginning concepts may continue to struggle with…

  10. Examining the Relationship between Holistic/Analytic Style and Classroom Learning Behaviors of High School Students

    Science.gov (United States)

    Cheng, Hong-Yu; Zhang, Shu-Qiang

    2017-01-01

    The purpose of this study was to investigate whether and how high school students' cognitive tendencies in holistic/analytic style relate to their active or passive behavioral patterns observed in the classroom. It was speculated that academic intrinsic motivation might play the role as a moderator and learning approach (the structure-oriented…

  11. K-12 STEM Educator Autonomy: An Investigation of School Influence and Classroom Control

    Science.gov (United States)

    Ernst, Jeremy V.; Williams, Thomas O.; Clark, Aaron C.; Kelly, Daniel P.; Sutton, Kevin

    2018-01-01

    Over the past decade, teacher autonomy within the formal educational system has been a central topic of discussion among educational stakeholders. This study explored influence over school policy and classroom control (teacher autonomy) among in-service science, technology, and mathematics (STM) educators within the United States. The National…

  12. Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

    Science.gov (United States)

    Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

    2011-01-01

    Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

  13. Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District

    Science.gov (United States)

    Carpenter, Dan

    2012-01-01

    The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators…

  14. The Most Common Patterns of Classroom Dialogue Used by Science Teachers in Omani Cycle Two Schools

    Science.gov (United States)

    Alshaqsi, Hanan; Ambusaidi, Abdullah

    2018-01-01

    This study aimed to identify the patterns of classroom dialogue used by science teachers in science classes at Omani schools with respect to their gender. The study sample consisted of science teachers: three males and three females. To achieve the aims of the study, mixed methods with three instruments were used. These are an observation card or…

  15. Who Really Answers the Questions? Using Glasser's Quality School Model in an Undergraduate Classroom

    Science.gov (United States)

    Logan, Jennifer; Plumlee, Gerald L.

    2012-01-01

    The authors discuss the effectiveness of the Quality School model and active learning in an undergraduate classroom setting. They compare performance levels of students in two course sections of Principles of Macroeconomics and two sections of Managerial Communications. Students are given an opportunity to help shape the structure of the…

  16. Children Writing Ethnography: Children's Perspectives and Nomadic Thinking in Researching School Classrooms

    Science.gov (United States)

    Hohti, Riikka

    2016-01-01

    This article makes a connection between narrative ethnography, childhood studies and new materialist theories in studying children's perspective on school. It presents "children writing ethnography" as an approach based on complexity and involving participatory research. The question of "what is happening in the classroom" is…

  17. Single-Sex School Boys' Perceptions of Coeducational Classroom Learning Environments

    Science.gov (United States)

    Yates, Shirley M.

    2011-01-01

    Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation. Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence from the student perspective of the impact of such changes on the classroom learning environment.…

  18. A Professor Returns to the Classroom in a Professional Development School.

    Science.gov (United States)

    Lyman, Lawrence

    This paper describes one professor's sabbatical leave, when he returned to a third/fourth grade classroom as a teacher. It examines logistical arrangements necessary for success and insights gained. He worked in a Professional Development School (PDS) for 1 year, mentoring a PDS intern, 2 student teachers in the traditional preservice program, and…

  19. Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools

    Science.gov (United States)

    Zehra, Rida; Bilwani, Anam

    2016-01-01

    The primary purpose and objective of this study was to examine and compare the perceptions of teachers in elite and mediocre schools in Karachi. The secondary objectives included comparing the use of technology in classrooms by teachers and the challenges and barriers that they face in the integration of technology. This study was designed as a…

  20. Peer Influence on Children's Reading Skills: A Social Network Analysis of Elementary School Classrooms

    Science.gov (United States)

    Cooc, North; Kim, James S.

    2017-01-01

    Research has found that peers influence the academic achievement of children. However, the mechanisms through which peers matter remain underexplored. The present study examined the relationship between peers' reading skills and children's own reading skills among 4,215 total second- and third-graders in 294 classrooms across 41 schools. One…