scholarly journals The teaching of music in the primary school by the non-music specialist

2006 ◽  
Vol 23 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Hilary Holden ◽  
Stuart Button
Keyword(s):  
Primary School ◽  
Teaching Experience ◽  
Factors Affecting ◽  
Training Support ◽  
Musical Background ◽  
Music Specialists ◽  
Teaching Music ◽  
Music Specialist ◽  
Education Authority ◽  
Specialist Teachers

This article reports on an investigation of the teaching of music by non-music specialists in the primary school. In particular, it examines attitudes to teaching music, factors affecting teachers' confidence, the relationship between confidence and training, support for music teaching, teaching experience and musical background. The non-specialist teachers taking part in this survey were chosen from twelve schools across one Local Education Authority (LEA). The attitudes and views on teaching music of 71 teachers were obtained through a questionnaire survey and follow-up interviews. The findings of this survey show that there is much work still to be done in providing non-specialists with effective long-term training and support to increase their music skills, subject knowledge, and confidence, to enable them to make a more marked difference to children's musical education.

Confidence development in non-music specialist trainee primary teachers after an intensive programme

2014 ◽  
Vol 32 (2) ◽  
pp. 143-161 ◽  
Author(s):  
Michele Biasutti ◽  
Sarah Hennessy ◽  
Ellen de Vugt-Jansen
Keyword(s):  
Primary School ◽  
Summer School ◽  
Primary Teachers ◽  
Music Teacher ◽  
Educational Activity ◽  
Key Factors ◽  
Teaching For Creativity ◽  
Teaching Music ◽  
Music Specialist ◽  
Generalist Teachers

The issue of music teacher training for primary generalist teachers is shared by many countries in the world. We know from a range of studies which factors contribute to teachers’ abilities and confidence, but there are fewer studies that document the possible training approaches and interventions that might improve the outcomes. This article describes an international educational experience addressed to 23 trainee primary teachers coming from Austria, Italy, the Netherlands and Slovenia. The Intensive Programme1 called ‘International Summer School in Educating Music Teachers’ (ISSEMT) was offered at Padova University, Italy with the purpose of fostering confidence and competences among trainee generalist teachers for teaching music in the primary school. In planning the didactic approach of the ISSEMT, methods designed to enhance participants’ understandings of teaching creatively and teaching for creativity were adopted. The entire educational activity was evaluated by students using questionnaires and discussion. In addition, a follow-up interview was conducted with students after two years and five months, at the end of the ISSEMT. Students refer to the improvement of confidence in teaching music and the application of a creative approach. They appreciated the approach, the practical teaching ideas and the way the course closely related to their educational needs. These results are discussed in the framework of confidence development of the generalist teacher in the primary school for teaching music. The key factors that contributed to the effectiveness of the ISSEMT are also discussed.

scholarly journals The Effects of Picking Up Primary School Pupils on Surrounding Street’s Traffic: A Case Study in Hanoi

2020 ◽  
Vol 14 (1) ◽  
pp. 237-250
Author(s):  
Dinh Hiep ◽  
Vu V. Huy ◽  
Teppei Kato ◽  
Aya Kojima ◽  
Hisashi Kubota
Keyword(s):  
Primary School ◽  
Traffic Safety ◽  
Traffic Congestion ◽  
Traffic Management ◽  
Primary Schools ◽  
Traffic Accidents ◽  
Binary Logistic Regression ◽  
Binary Logistic Regression Model ◽  
Factors Affecting ◽  
Almost All

Introduction: One of the significant characteristics of schools in Vietnam is that almost all parents send their children to school and/or pick up their children from school using private vehicles (motorcycles). The parents usually stop and park their vehicle on streets outside the school gates, which can lead to serious congestion and increases the likelihood of traffic accidents. Methods: The objective of this study is to find out factors affecting the picking up of pupils at primary school by evaluating the typical primary schools in Hanoi city. A binary logistic regression model was used to determine factors that influence the decision of picking up pupils and the waiting duration of parents. The behavior of motorcyclists during the process of picking up pupils at the primary school gate has been identified and analyzed in detail by the Kinovea software. Results and Discussion: The study showed that, on the way back home, almost all parents use motorbikes (89.15%) to pick up their children. During their waiting time (8.48 minutes in average), they made a lot of illegal parking actions on the street there by, causing a lot of “cognitive” errors and “crash” points surrounding in front of the primary school entrance gate. Risky picking-up behaviors were significantly observed, i.e. picking-up on opposite side of the school, making a U-turn, backing-up dangerously, parking on the middle of street, and parking on the street next to sidewalk). Conclusion: Based on the analyzed results, several traffic management measures have been suggested to enhance traffic safety and reduce traffic congestion in front of school gates. In addition, the results of the study will provide a useful reference for policymakers and authorities.

scholarly journals THE IMPACT OF TEACHER SELF-EFFICACY ON TEACHING TECHNIQUES: TRADITIONAL OR CONTEMPORARY?

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Ümit Levent Değirmencioğlu
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Teaching Techniques ◽  
Factors Affecting ◽  
Efl Teachers ◽  
Teacher Self Efficacy ◽  
The Impact

There are countless factors that impact the process of second language learning and teaching in both positive and negative ways. These factors are not limited to only student-oriented factors since some of them might stem from teachers themselves as well. One of the teacher-oriented factors that shape the learning/ teaching process is teacher’s levels of self-efficacy. For decades, teacher self-efficacy has been holding its position as being one of the most popular topics of investigation. Many studies have been conducted to further understand its effect on classroom environment. These studies have put forward a great deal of invaluable findings. However, only a few examined its effects on teaching methods and techniques used in the classroom. The present study set out to investigate this issue by collecting data from 64 EFL teachers, using both quantitative and qualitative methods with a three-staged survey. The findings showed: 1) Turkish EFL teachers have moderately high teacher self-efficacy, 2) age and gender are not factors affecting teacher self-efficacy while teaching experience is, 3) teachers with high self-efficacy use more modern techniques in their lessons and 4) high self-efficacy leads teachers to more implementations of communicative and collaborative tasks. The findings have numerous implications for further research that will be conducted in Turkey as they shed light on the relationship between teacher self-efficacy and teaching methods. Teachers of foreign languages should also be aware of the teaching implications that have been suggested throughout the study and criticize their teaching techniques in terms of traditional or contemporary, by bearing in mind their levels of self-efficacy. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

2013 ◽  
Vol 31 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Aikaterini Gari ◽  
Kostas Mylonas ◽  
Sarka Portešová
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Gifted Students ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Two Samples ◽  
Years Of Teaching Experience ◽  
Separate System ◽  
Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

Factors Affecting Healthful Eating Among Touring Popular Musicians and Singers

2016 ◽  
Vol 31 (2) ◽  
pp. 63-68 ◽  
Author(s):  
Erin Cizek ◽  
Patrick Kelly ◽  
Kathleen Kress ◽  
Mildred Mattfeldt-Beman
Keyword(s):  
Environmental Factors ◽  
Fast Food ◽  
Demographic Data ◽  
Good Health ◽  
Food Choices ◽  
Factors Affecting ◽  
Positive Attitudes ◽  
Musical Background ◽  
And Performance ◽  
Healthful Food

Maintaining good health is essential for touring musicians and singers. The stressful demands of touring may impact food choices, leading to detrimental effects on health and performance. This exploratory pilot study aimed to assess factors affecting healthful eating of touring musicians and singers. A 46-item survey was used to assess food- and nutrition-related attitudes, knowledge and behaviors, and environmental factors, as well as lifestyle, musical background, and demographic data. Participants (n=35) were recruited from a musicians’ assistance foundation as well as touring musical theater productions and a music festival. Results indicate that touring musicians and singers had positive attitudes regarding healthful foods. Of 35 respondents, 80.0% indicated eating healthful food was important to them. Respondents reported feeling confident selecting (76.5%) and preparing (82.4%) healthful foods; however, they showed uncertainty when determining if carbohydrate-containing foods should be consumed or avoided. Respondents indicated environmental factors including availability and cost of healthy food options and tour schedules limited access to healthful foods. Venues (73.5%), fast food restaurants (67.6%), and airports (64.7%) were the most frequently identified locations in need of offering more healthful food choices. Respondents (52.9%) indicated more support from others while touring would help them make healthier food choices. More research is needed to develop mobile wellness programs as well as performance-based nutrition guidelines for musicians and singers that address the unique demands associated with touring.

Teachers' Attitudes Towards the Use of Tablets in Six EFL Classrooms

2020 ◽  
pp. 284-298
Author(s):  
Aysegul Liman Kaban ◽  
Isil Boy Ergul
Keyword(s):  
Primary School ◽  
New Technologies ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Advantages And Disadvantages ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Teachers Attitudes

This research study intends to explore teachers' use of tablets to in six EFL classrooms. The case study covers one private primary school in Istanbul, Turkey. Through the analysis of semi-structured interviews, the aim is to find out the factors affecting EFL teachers use of tablets, their attitudes towards using these devices, and the advantages and disadvantages they see in using tablets in their teaching. The study focuses on teachers' perspective as they are by and large ignored when it comes to the introduction of new technologies in educational institutions.

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