T-REX (Teachers’ Research Exchange): Infrastructuring Teacher Researcher Collaboration Through an Open Educational Ecosystem

2021 ◽  
pp. 309-325
Author(s):  
Tony Hall ◽  
Marie Ryan ◽  
Jennifer McMahon ◽  
Marek McGann ◽  
Alison Egan ◽  
...  
Keyword(s):  
Teacher Researcher

Kindling the Spark

2002 ◽  
Author(s):  
Joanne Haroutounian
Keyword(s):  
Musical Training ◽  
Music Educators ◽  
Home School ◽  
Wide Audience ◽  
Specialized Schools ◽  
Additional Information ◽  
Teacher Researcher ◽  
Training And Research ◽  
Private Studio ◽  
Different Levels

Gathering perspectives of musical talent from the psychological, musical, and educational fields, Kindling the Spark is the only single sourcebook that defines musical talent and provides practical strategies for identifying and nurturing it. Joanne Haroutounian uses her experience as teacher, researcher, and parent to clarify central issues concerning talent recognition and development in a way that will easily appeal to a wide audience. The book describes the different stages of development in musical training, including guidelines for finding a suitable teacher at different levels, social and psychological aspects that impact musical training, and research on talent development by ages and stages from infancy and preschool years through the teen years. An important feature of the book are "sparkler exercises" designed to provoke observable talent behavior in home, school, and studio settings. The book also includes an Appendix of Resources which lists books, media, organizations, and specialized schools that offer additional information on musical talent, identification, and development. For music educators in both public school and private studio settings--as well as for parents and their musically inclined children--Kindling the Spark provides an invaluable summary of the research on talent and a wealth of resources for developing it.

Teacher-Researcher Collaboration or Teachers' Research?

2006 ◽  
Vol 40 (2) ◽  
pp. 421 ◽  
Author(s):  
Timothy Stewart
Keyword(s):  
Teacher Researcher

scholarly journals Composing music, developing dialogues: An enactive perspective on children's collaborative creativity

2017 ◽  
Vol 34 (3) ◽  
pp. 259-276
Author(s):  
Ana Luísa Veloso
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Music Composition ◽  
Participant Observation ◽  
Theory And Practice ◽  
Collaborative Creativity ◽  
Collaborative Processes ◽  
Education Theory ◽  
Teacher Researcher ◽  
New Ideas

This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups.Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a music composition by two groups of children, all of whom were eight years old.It was found that when composing in groups a) children use embodied processes to transform what they experience on diverse realms of their existence into musical ideas, and that b) while creating music, children engage in several improvisatory moments where new ideas emerge through the diverse ways they enact the surroundings where the activity is occurring. Findings suggest a conception of music composing as a multidimensional phenomenon that entails cognitive processes that are distributed across and beyond the physical body. Findings also suggest that composing music in collaboration with others nurtures a set of creative possibilities that would otherwise, not occur. Considerations for music education theory and practice are addressed in the last section of the article.

Integrated Practice of Metacognitive Strategies And Second Language Writing

2021 ◽  
pp. 118-136
Author(s):  
Mekala Sethuraman ◽  
Geetha Radhakrishnan
Keyword(s):  
Tamil Nadu ◽  
Second Language Writing ◽  
Metacognitive Strategies ◽  
Writing Proficiency ◽  
Control Engineering ◽  
Language Writing ◽  
Teacher Researcher ◽  
Integrated Practice ◽  
And Control

Writing is a cardinal skill for effective communication practised extensively from primary education, but the students are not exhibiting adequate writing proficiency in their higher education and at their workplace. This experimental study focuses on enhancing the students’ writing skills by promoting metacognitive strategies in the classroom. The participants of this study are 51 pre-final year Diploma students belonging to the Department of Instrumentation and Control Engineering of an autonomous polytechnic institute in Tamil Nadu. The teacher-researcher has facilitated students’ cognizance with metacognitive strategies employed in the writing tasks administered during the course. The results have exhibited improvement apropos of coherence and unity in the students’ writing skill. It implies the indispensable role of metacognitive strategies in developing the capacity of the learners’ strategic thinking and guiding them to plan, progress, and process their writing into a coherent text.

Intervention Instruction in Argumentative Writing

2017 ◽  
Vol 197 (3) ◽  
pp. 4-13
Author(s):  
Maria Pesce Stasaitis
Keyword(s):  
Cognitive Complexity ◽  
Research Study ◽  
Student Writing ◽  
Instructional Planning ◽  
Writing Intervention ◽  
Argumentative Writing ◽  
Qualitative And Quantitative ◽  
Instructional Units ◽  
Teacher Researcher ◽  
Planning Strategies

To investigate instructional planning strategies that impact student improvement in argumentative writing, the teacher-researcher implemented an Integrated Writing intervention in a seventh-grade urban school classroom to impact student writing, student feedback, and teacher reflection. Utilizing a mixed-methods Action Research study, the teacher-researcher collected qualitative and quantitative data during two 4-week instructional units utilizing a blogging site. Two iterations of data were analyzed for the inclusion of cognitive complexity. This study showed the effectiveness of using the Integrated Writing intervention in promoting students’ ability to write effective cognitively complex arguments.

Teaching and Practice

1992 ◽  
Vol 62 (2) ◽  
pp. 199-209 ◽  
Author(s):  
Cynthia Ballenger
Keyword(s):  
Child Development ◽  
North American ◽  
Teacher Reflection ◽  
Theory And Practice ◽  
Cultural Assumptions ◽  
Daycare Center ◽  
Culturally Based ◽  
Teacher Researcher ◽  
American Teacher ◽  
Teachers And Parents

Teachers often learn techniques to manage the behaviors of the children in their classrooms with the assumption that those techniques are universal, rather than culturally based. In this article,Cynthia Ballenger shares her process of coming to understand the cultural assumptions that lie at the heart of effectively managing her class of four-year-old Haitian children. Through multiple"conversations" with a teacher-researcher group, with Haitian teachers and parents in a daycare center, and through her work with Haitian teachers in a child development class, Ballenger learns about Haitian cultural ways and queries the assumptions that shape her own experience as a North American teacher. Her story demonstrates a model of teacher reflection on both theory and practice that can illuminate the practices of other teachers who encounter children of differing cultural, racial, or class backgrounds.

scholarly journals Spaces In-between: Text Poems from Community Practice and Research

2018 ◽  
Vol 3 (1) ◽  
pp. 114-131 ◽  
Author(s):  
Paula Gerstenblatt ◽  
Diane Rhodes ◽  
Lida Holst
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Lessons Learned ◽  
Community Practice ◽  
Community Members ◽  
University Partnerships ◽  
The Past ◽  
Teacher Researcher ◽  
Fellow Teacher ◽  
Artist Teacher

A commitment on the part of the academy to address social issues has increased over the past three decades, resulting in service learning courses, volunteering opportunities, and community-university partnerships. Faculty, staff, and community practitioners collaborating to lead these efforts often carry enormous responsibility and answer to often competing interests of students, community members, and universities. Using the experience of an scholar/artist/teacher in a university-community partnership founded by the first author in a racially polarized town, this article explores the potential of arts-based methods, specifically poetry and collage, to mitigate the consequence of this work. The format is a dialogue between two engaged teacher/researcher/practitioners and friends to clarify the hidden experience of the researcher with narrative truth to articulate and share not only experiences, but also lessons learned as a contribution to our fellow teacher/researcher/practitioners.

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