Overview of Music Integration in the Elementary Curriculum

2020 ◽  
pp. 3-10
Author(s):  
Kristin Harney
Keyword(s):  
Critical Thinking ◽  
Best Practices ◽  
Final Section ◽  
Integration Process ◽  
Elementary Curriculum ◽  
Music Integration ◽  
School Settings ◽  
Meaningful Connections

This chapter serves as a brief introduction to music integration and includes definitions and a review of best practices. An overview of the 2015 National Core Arts Standards provides a foundation for the standards-based lessons that teachers will encounter throughout the remaining chapters of the book. There are growing calls to foster self-expression, critical thinking, collaboration, and creativity in school settings, and music integration is a path for developing these skills. The challenge for teachers involved in the integration process is to teach interdisciplinary lessons that make meaningful connections between disciplines and do not compromise the integrity of either discipline. The final section of the chapter focuses on strategies that allow teachers to create their own lessons that integrate music with other areas of the elementary curriculum.

Teaching Animals and Religion

2021 ◽  
Vol 25 (1) ◽  
pp. 48-70
Author(s):  
Dave Aftandilian
Keyword(s):  
Best Practices ◽  
Experiential Education ◽  
Final Section ◽  
Religious Studies ◽  
Contemplative Practices ◽  
Pros And Cons

Abstract Although animals have served as subjects and objects of religion since the Paleolithic, they are often omitted from standard religious studies courses. In this article, I discuss some best practices for introducing students to the study of animals and religion. After outlining some of the benefits of teaching about animals and religion, I explain the pros and cons of the two main approaches: by tradition or by topic. The majority of the article discusses some of the most important topics to include, as well as how best to approach several of them in terms of pedagogy and media. The final section explains the importance of bringing real animals into courses like this, and offers a variety of experiential education techniques for doing so, including contemplative practices.

scholarly journals Guidelines for Establishing Reliability when Coding Narrative Data

2017 ◽  
Author(s):  
Moin Syed ◽  
Sarah C. Nelson
Keyword(s):  
Mixed Methods ◽  
Best Practices ◽  
Emerging Adulthood ◽  
Qualitative Data ◽  
Final Section ◽  
Methodological Issues ◽  
Essential Resource

The use of quantitative, qualitative, and mixed methods approaches has been foundational to research on emerging adulthood, yet there remain many unresolved methodological issues pertaining to how to handle qualitative data. The purpose of this article is to review best practices for coding and establishing reliability when working with narrative data. In doing so, we highlight how establishing reliability must be seen as an evolving process, rather than simply a focus on the end product. The review is divided into three broad sections. In the first section, we discuss relatively more quantitatively-focused methods of coding and establishing reliability, whereas in the second section we discuss relatively more qualitatively-focused methods. In the final section, we provide recommendations for researchers interested in coding narrative and other types of open-ended data. This article is intended to serve as an essential resource for researchers working on a variety of topics related to emerging adulthood and beyond.

Self-Inquiry and Group Dynamics

2014 ◽  
pp. 178-196
Author(s):  
Katia González ◽  
Rhoda Frumkin ◽  
John Montgomery
Keyword(s):  
Critical Thinking ◽  
Group Dynamics ◽  
Group Discussion ◽  
Multiple Perspectives ◽  
Socially Constructed ◽  
Mapping Strategy ◽  
Curriculum Decisions ◽  
Meaningful Connections ◽  
Large Group Discussion

In this chapter, the authors discuss ways in which pedagogical considerations involved in using a theoretical framework for self-inquiry and socially constructed knowledge led to the selection and implementation of mapping as a tool to (1) activate prior knowledge and scaffold content and process for pre-service educators working with students and families who are at risk and (2) assist adult learners in organizing multiple perspectives during small and large group discussion, while developing critical thinking and shared leadership skills through meaningful connections and action. A case study on how the utilization of a multidisciplinary approach informed the type of curriculum decisions to engage learners is provided. The case study also illustrates when and why instructional techniques and strategies were introduced and embedded to encourage both interactions and discussions focusing on modeling the ongoing use of skills for critical thinking and how each mapping strategy/tool served as a formative and summative assessment plan to improve verbal and written communication.

‘Fake News' in the Context of Information Literacy

2020 ◽  
pp. 89-115
Author(s):  
Nicole S. Delellis ◽  
Victoria L. Rubin
Keyword(s):  
Critical Thinking ◽  
Best Practices ◽  
Qualitative Analysis ◽  
Digital Media ◽  
Information Literacy ◽  
Department Chairs ◽  
Fake News ◽  
Media Regulation ◽  
Automation Technology ◽  
Study Participants

This chapter describes a study that interviewed 18 participants (8 professors, 6 librarians, and 4 department chairs) about their perceptions of ‘fake news' in the context of their educational roles in information literacy (IL) within a large Canadian university. Qualitative analysis of the interviews reveals a substantial overlap in these educators' perceptions of skills associated with IL and ‘fake news' detection. Librarians' IL role seems to be undervalued. Better communication among integral IL educator groups is recommended. Most study participants emphasized the need for incorporating segments dedicated to detecting ‘fake news' in IL curricula. Pro-active IL campaigns to prevent, detect, and deter the spread of various ‘fakes' in digital media and specialized mis-/disinformation awareness courses are among best practices that support critical thinking and information evaluation within the societal context. Two other interventions, complementary to IL as per Rubin's Disinformation and Misinformation Triangle, are suggested – detection automation technology and media regulation.

How Do We Make and Reflect on Decisions?

We the Gamers ◽  
2021 ◽  
pp. 141-156
Author(s):  
Karen Schrier
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Best Practices ◽  
Critical Skills ◽  
Practice Skills

Chapter 9 describes how games may help in the practice of critical skills such as reasoning, making decisions, and reflection. How do people ask questions and posit answers, and how might games support this? What are the best practices and strategies for supporting critical thinking using games? The chapter includes an overview of why decision-making and reflection matter in civics and ethics, and why games may support this. It also includes the limitations of using games to explore peoples’ choices, and how to minimize those limitations. Finally, it reviews strategies that teachers can take to use games to practice skills related to critical thinking. It opens with the example of the game Life Is Strange, and also shares three examples-in-action: Moral Machine, Undertale, and Walden.

Bullying, Cyberbullying, and Interventions in Schools

2020 ◽  
pp. 265-282
Author(s):  
Elena Bianchini
Keyword(s):  
Best Practices ◽  
Intervention Programs ◽  
Public Concern ◽  
School Based Intervention ◽  
School Settings ◽  
School Based ◽  
The World ◽  
Definition Of

Issues of bullying and cyberbullying among schoolchildren are nowadays a matter of international concern, with school bullies, cyberbullies, and victims having become a topic of public concern and research in various countries around the world. This chapter, besides a definition of bullying and cyberbullying, explains the characteristics, types, causes, and consequences of these acts based on findings from various studies. In addition, the chapter presents some school-based intervention programs, implemented in different school settings, with the aim of effectively reducing levels of bullying and cyberbullying in schools. Finally, the chapter aims to provide guidelines and propose best practices in order to fight acts of violence and aggression.

The Development of Professional Developers: Learning to Assist Teachers in New Settings in New Ways

1999 ◽  
Vol 69 (3) ◽  
pp. 237-270 ◽  
Author(s):  
Mary Kay Stein ◽  
Margaret Schwan Smith ◽  
Edward Silver
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Final Section ◽  
Teaching Practice ◽  
Interpersonal Sensitivity ◽  
Educational Reforms ◽  
Common Features ◽  
School Settings

In this article, Mary Kay Stein, Margaret Schwan Smith, and Edward A. Silver identify and describe the challenges that practicing teacher educators and professional developers are likely to encounter as they design and implement new programs to help teachers learn new paradigms of teaching and learning amidst current educational reforms. The authors call attention to the fact that, just as teachers will need to relearn their teaching practice, so will experienced professional developers need to relearn their craft, which traditionally has been defined as providing courses, workshops, and seminars. This article focuses on two professional developers who engaged in long-term efforts to work with teachers in new ways, identifying the tensions that each actually faced. The cases illustrate the challenges that professional developers may encounter in supporting the transformation of teachers, including learning how to work with groups of teachers in school settings, expanding their repertoires beyond workshops and courses, and balancing interpersonal sensitivity with the need to challenge prevailing practices and beliefs. The final section of the article looks across the two cases and begins to map out common features of the terrain through which practicing professional developers can expect to travel.

6 The Proceedings before the Arbitral Tribunal

2015 ◽  
Author(s):  
Kaufmann-Kohler Gabrielle ◽  
Rigozzi Antonio
Keyword(s):  
Best Practices ◽  
Final Section ◽  
Due Process ◽  
Ad Hoc ◽  
Arbitral Tribunal ◽  
International Arbitration ◽  
Arbitral Proceedings

This chapter considers how arbitral proceedings unfold once the tribunal is constituted (as discussed in chapter 4), up until the deliberation phase (which is addressed in chapter 7). It starts by identifying the rules that govern the conduct of arbitral proceedings and then examines the interaction between those rules, before describing, by reference to current best practices, the different steps in a ‘standard’ international arbitration. The discussion illustrates, in particular, the articulation between fundamental principles of due process and the parties’ autonomy and arbitrators’ powers in organizing arbitral proceedings. The presentation of arbitral practice is supplemented by a number of model procedural documents: terms of reference for ICC arbitrations, terms of appointment, and a set of specific procedural rules suitable for both institutional and ad hoc arbitration, as well as a standard letter on the appointment of an arbitral secretary. The chapter’s final section is devoted to provisional measures.

Foundations of the framework

2017 ◽  
Author(s):  
Gard B. Jenset ◽  
Barbara McGillivray
Keyword(s):  
Best Practices ◽  
Final Section ◽  
Historical Linguistics ◽  
Data Driven ◽  
Research Practice ◽  
Basic Assumptions ◽  
Linguistic Research ◽  
Conducting Research ◽  
Theoretical Paradigms

Chapter 2 deals with the foundations of the framework outlined in the book. The basic assumptions of the framework are made explicit, and the chapter continues with three main sections on the major principles of the framework, best practices for conducting research within the framework, and a section on data-driven historical linguistics. The section on principles lays down twelve principles underpinning the framework. These principles are referred to throughout the rest of the book, including the case studies. The aim of these principles is to make historical linguistic research more transparent and reproducible, to facilitate communication across different theoretical paradigms, and to allow researchers to tackle complex problems in a systematic way. The best practices section explains additional methodological points, while the final section discusses the role of corpora in historical linguistics research practice.

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