scholarly journals Pedagogical challenges in folk music teaching in higher education: a case study of Hua’er music in China

2016 ◽  
Vol 33 (1) ◽  
pp. 61-79
Author(s):  
Yang Yang ◽  
Graham Welch
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Folk Music ◽  
Teaching And Learning ◽  
Classical Music ◽  
Approaches To Learning ◽  
Western China ◽  
Teaching In Higher Education ◽  
Traditional Approaches

Recent literature suggests that traditional approaches in folk music education are not necessarily compatible with the pedagogical conventions of formal music education. Whilst several recent studies have tended to define these non-classical-music learning contexts as ‘informal’, the practice of folk music that was recently introduced into Chinese Higher Music Education appears to be much more complex and fluid, at least in its real world setting. This case study presents a detailed example of the teaching and learning of folk singing in contemporary society in Western China. In this particular context, both ‘informal learning’ and ‘formal’ music practices were observed and compared, based on research data collected from four music lessons and subsequent interviews with the participants. Drawing upon the analytical evidence, the research discusses a possible pedagogical model where two apparently contrasting approaches to learning (i.e. a conservatory model vs. traditional folk learning) could coalesce to ensure more effective learning outcomes of traditional folk music in higher education contexts.

Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies

2020 ◽  
pp. 1-8
Author(s):  
Leticia Anderson ◽  
Lynette Riley
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Learning And Teaching ◽  
Education Experience ◽  
Diverse Backgrounds ◽  
Teaching In Higher Education

Abstract The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and ‘safer’ higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a necessary building block in the transformation and decolonisation of higher education cultures and the development of cultural competency for all staff and graduates. This paper outlines an approach to crafting safer spaces within the classroom, focusing on a case study of strategies for teaching and learning about race, racism and intersectionality employed by the authors in an undergraduate Indigenous Studies unit at an urban Australian university.

scholarly journals Ensino superior: docência e formação continuada

2017 ◽  
Vol 8 (16) ◽  
Author(s):  
Vera Lúcia Ramirez ◽  
Júlio César Lindemann ◽  
Guilherme Mendes Tomaz Dos Santos
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Teaching And Learning ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Educational Work ◽  
Specific Knowledge ◽  
Analysis Technique ◽  
Teaching In Higher Education

O artigo, decorrente de uma pesquisa do tipo Estudo de Caso, tem como foco a docência no ensino superior e a formação continuada, numa Instituição de Ensino Superior pertencente a uma rede privada de ensino, localizada no estado do Rio Grande do Sul. Participaram do estudo 28 docentes, sendo 4 do Curso de Administração, 4 de Biomedicina, 3 de Ciências Contábeis, 10 de Direito, 4 de Fisioterapia e 3 de Pedagogia, sendo deste grupo 14 do sexo masculino e 14 do feminino, cujo tempo de atuação na referida Instituição situa-se entre 0 e cinco anos.  Para a coleta dos dados, foi aplicado um questionário com questões abertas e fechadas. Os dados foram categorizados em quatro eixos temáticos, por meio da aplicação da Técnica de Análise de Conteúdo. Os achados indicam a relevância da formação didático-pedagógica articulada aos conhecimentos específicos da área de atuação como um dos fatores que contribuem para os processos de ensino e aprendizagem. Também, o incentivo e a promoção da formação continuada, por parte da Instituição em que os docentes atuam, são elementos considerados necessários para o aprimoramento da ação educativa no ensino superior.Palavras chave: Ensino Superior. Docência. Formação continuada.Higher education: teaching and continuing educationAbstractThe article, stemming from a search type Case Study, focuses on teaching in higher education and continuing education in a private institution of higher education, located in the state of Rio Grande do Sul. The study included 28 teachers from the following courses: Administration (4), Biomedicine (4), Accounting (3), Law (10), Physical Therapy (4), and Pedagogy (3); this group consisted of 14 males and 14 females, whose time performance in that institution was between 0 and five years. To collect data it was used a questionnaire with open and closed questions. Data were categorized into four themes, through the application of content analysis technique. The findings indicate the importance of teaching-training pedagogy articulated to the specific knowledge of the area of operation as one of the factors that contributes to the teaching and learning processes. Also, the encouraging and promoting of continuing education, by the institution in which teachers work, are elements considered necessary for the improvement of educational work in higher education.Keywords: Higher education. Teaching. Continuing education.

An Approach to Improving Teaching in Higher Education

2016 ◽  
pp. 68-87
Author(s):  
Marcia Devlin
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Research Field ◽  
Small Scale ◽  
Random Allocation ◽  
Post Intervention ◽  
Evaluative Study ◽  
Intervention Measures ◽  
Teaching In Higher Education

This chapter outlines a case study of the application of the neo-positivist paradigm in the higher education research field. A small scale evaluative study of an attempt to improve teaching and learning provides the case study. The neo-positivist paradigm involves the objective investigation of an aspect of reality, providing a provisional, contemporary understanding of patterns and entities. The ways in which this paradigm informed the research design, methodology, and the interpretation of results in a small-scale evaluative study are discussed. The study represents an attempt to conduct a rigorous empirical research project that incorporated random allocation to intervention and control groups, pre- and post-intervention measures of teaching and learning and the use of psychometrically sound measurement tools and qualitative data. The ways in which the ontology, axiology and epistemology of the neo-positivist paradigm impacted on the study and its findings are outlined.

A Case Study of ‘Newer Practices’ in Music Education at Conservatoire Level

1997 ◽  
Vol 14 (3) ◽  
pp. 251-269 ◽  
Author(s):  
Jane W. Davidson ◽  
Jonathan A. Smith
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Learning Strategies ◽  
Communication Skills ◽  
Teaching And Learning ◽  
School Of Music ◽  
British Music ◽  
Teaching And Learning Strategies ◽  
Teachers And Students

In recent times the types of teaching and learning strategies adopted within higher education in British music conservatoires have been reviewed and reformed. This paper provides a case study of some of the newer practices adopted by one such institution, the Guildhall School of Music and Drama. It focuses on the work of the Performance and Communication Skills Department, and, drawing on participant observations, makes a detailed analysis of the success of the implementation of the teaching and learning aims and objectives. The findings suggest that, not only are the changes adopted by the conservatoire useful, but also that they are beneficial to teachers and students at a number of levels.

Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

2016 ◽  
Vol 35 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Pamela D. Pike
Keyword(s):  
Service Learning ◽  
Music Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Distance Teaching ◽  
Service Learning Projects ◽  
Musical Understanding ◽  
Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

scholarly journals Co-creating real-world research skills

2020 ◽  
Vol 4 (1) ◽  
pp. 120-127
Author(s):  
Julie Prescott ◽  
Duncan Cross ◽  
Pippa Iliff
Keyword(s):  
Higher Education ◽  
Real World ◽  
Teaching And Learning ◽  
Setting Time ◽  
Research Project ◽  
Research Skills ◽  
Open Environment ◽  
Support Time ◽  
Shared Ownership

This case study considers a students-as-partners’ research project that aimed to develop technologically-driven tools to enhance teaching and learning in higher education. It focuses on how the project enabled student participants to gain real world research skills and experience. We present reflections from both a student and a staff perspective and propose START (Support, Time, Adapt, Risks, Trust) as an approach to engage students to gain real-world research skills. Support refers to providing support for skills gaps and learning in an applied setting. Time refers to providing time to settle into the project and develop confidence, including realistic timeframes and deadlines. Adapt refers to giving students the space to develop not only the required skills but also the tools to develop their own abilities and confidence through a supportive, flexible and open environment. Risks refers to taking risks for example in terms of roles, responsibilities and leadership. Trust refers to providing guidance and encouragement that will allow students to achieve on their own and take shared ownership.

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