Music and Story

2019 ◽  
pp. 187-212
Author(s):  
Rena Upitis
Keyword(s):  
Developmental Perspective ◽  
Classroom Learning ◽  
Classroom Activities ◽  
Musical Elements ◽  
Over Time

This chapter describes the links between music and story, mirroring chapter 3, which investigated connections between music and movement. Daily classroom activities are presented and analyzed. A key focus is the ways in which a major performance can complement and extend classroom learning. In addition, this chapter explores the phenomenon of monotone singing, describing one child’s way of learning to sing, and brings into question the ways in which some musical elements are privileged over others. The crux of the story is that the child described in this chapter sang in a monotone voicing while, at the same time, reproducing the rhythmic patterns of songs perfectly. Over time, the pitches were shaped, by the child himself, into melody. Possible reasons for this emerging ability to sing pitches in a melodic way are discussed from a developmental perspective.

Reconceptualizing Learning Designs in Higher Education

2015 ◽  
pp. 220-237
Author(s):  
Nathaniel Ostashewski ◽  
Sonia Dickinson-Delaporte ◽  
Romana Martin
Keyword(s):  
Higher Education ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Longitudinal Case Study ◽  
Implementation Project ◽  
Classroom Activities ◽  
Design Considerations ◽  
Education Environment ◽  
Over Time

This goal of this chapter is to provide a design and development roadmap for the adaptation of traditional classroom activities into engaging iPad-based digital learning activities. Reporting on an ongoing longitudinal case study, the chapter provides an overview of rationale and design considerations of the authentic iPad learning design implementation project, and the outcomes and improvements made over time. The iPad activities described provide further details of the approach taken and adaptations made. Since implementing iPad activities into this higher education environment several terms ago, the lecturer reports significantly higher levels of student engagement. Additionally, students report that the classroom activities in the post-graduate marketing course are authentic, transferrable, and are more engaging due the use of the iPad-based activities.

Reconceptualizing Learning Designs in Higher Education

2018 ◽  
pp. 319-337
Author(s):  
Nathaniel Ostashewski ◽  
Sonia Dickinson-Delaporte ◽  
Romana Martin
Keyword(s):  
Higher Education ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Longitudinal Case Study ◽  
Implementation Project ◽  
Classroom Activities ◽  
Design Considerations ◽  
Education Environment ◽  
Over Time

This goal of this chapter is to provide a design and development roadmap for the adaptation of traditional classroom activities into engaging iPad-based digital learning activities. Reporting on an ongoing longitudinal case study, the chapter provides an overview of rationale and design considerations of the authentic iPad learning design implementation project, and the outcomes and improvements made over time. The iPad activities described provide further details of the approach taken and adaptations made. Since implementing iPad activities into this higher education environment several terms ago, the lecturer reports significantly higher levels of student engagement. Additionally, students report that the classroom activities in the post-graduate marketing course are authentic, transferrable, and are more engaging due the use of the iPad-based activities.

scholarly journals Fluency: an aim in teaching and a criterion in assessment

2010 ◽  
Vol 4 (1) ◽  
Author(s):  
Aud Marit Simensen
Keyword(s):  
Present Article ◽  
School System ◽  
Language Use ◽  
Current Method ◽  
Cognitive Skill ◽  
Historical Overview ◽  
Assessment Criterion ◽  
Classroom Activities ◽  
Teaching Objectives ◽  
Over Time

This article investigates the concept ‘fluency’ from different perspectives. When fluency is an aim in teaching, a thorough comprehension of the concept among teachers is a prerequisite for appropriate planning of instruction, including the choice of appropriate classroom activities. When fluency is an assessment criterion, it is even more important that examiners have a shared perception of the concept. The present article starts by presenting common perceptions of the concept and goes on to explore some of the current research. Next, it provides a historical overview of the place of fluency in teaching theory and explains some of the preconditions for the inclusion of this concept among teaching objectives and assessment criteria. It will also, as an illustration, give an outline of the position of the concept over time in the Norwegian school system on the basis of an analysis of the relevant syllabuses. Finally, the article explicates the notion of language use as a complex cognitive skill and explores current method¬ological ideas about teaching towards fluency.

Child psychiatry: the interface between clinical and developmental research

1986 ◽  
Vol 16 (1) ◽  
pp. 151-169 ◽  
Author(s):  
Michael L. Rutter
Keyword(s):  
Child Psychiatry ◽  
Developmental Psychopathology ◽  
Childhood Depression ◽  
Life Experiences ◽  
Research Strategy ◽  
Developmental Perspective ◽  
Developmental Research ◽  
Over Time

SynopsisDevelopmental psychopathology constitutes a research strategy that is concerned with questions about continuities and discontinuities over time (the developmental perspective) and over the span of behavioural variation (the psychopathological perspective). The utility of this approach is discussed in relation to childhood depression, autism and schizophrenia, and the effects of adverse life experiences.

scholarly journals Competitive Readiness: Developmental Considerations to Promote Positive Youth Development in Competitive Activities

2019 ◽  
Vol 14 (1) ◽  
pp. 48-69 ◽  
Author(s):  
Jillian Kochanek ◽  
Alysha Matthews ◽  
Emily Wright ◽  
Justin DiSanti ◽  
Michelle Neff ◽  
...  
Keyword(s):  
Young People ◽  
Youth Development ◽  
Positive Youth Development ◽  
Developmental Perspective ◽  
Youth Leaders ◽  
Ongoing Process ◽  
Developmental Factors ◽  
The Individual ◽  
Competitive Activities ◽  
Over Time

Competitive experiences have the potential to empower youth. Understanding the conditions under which young people can grow through competition is necessary to identify how competitive experiences can optimally support youth as engaged participants and people. This paper serves as a novel integration of previous research aimed toward practitioners. The purpose of this paper is to provide adult (and youth) leaders with empirically-based, practically meaningful guidance to integrate practices that support competitive readiness for youth development. To clarify the youth competitive readiness debate, this paper adopts a process-oriented, developmental perspective. We first define and provide background on youth development. Second, we put forth guiding postulates and their application to practice for organized competitive experiences for positive youth development promotion. We argue that youth are “ready” to compete not just when they can survive competitive experiences, but thrive through them. Interactions between individual, contextual, and developmental factors over time influence fluctuations in a young person’s state of competitive readiness. In this way, competitive readiness is an ongoing process that encompasses the individual needs of the child in relation to the environment.

Interest development and self-regulation of motivation

10.47908/8/3 ◽  
2020 ◽  
pp. 63-76
Author(s):  
David McLoughlin
Keyword(s):  
Self Regulation ◽  
Learner Autonomy ◽  
Classroom Learning ◽  
Essential Component ◽  
Learning Contexts ◽  
Interest Development ◽  
Over Time

In this chapter, the author investigates the importance of interest as an essential component of both self-regulation and motivation which are both critical in the development of learner autonomy, especially outside the classroom. The author shows how interest not only initiates motivation but can also sustain it in the long term. The role of interest as a source and a driver of motivation has not always been emphasized enough, but its significance has been increasingly recognized in research over the last couple of decades (Hidi & Ainley, 2009; Hidi & Renninger, 2006; Sansone, 2009; Sansone & Thoman, 2005, 2006). Because interest is now seen as crucial in enabling learners to maintain their motivation over time, it has a particular relevance to individuals in self-directed or ‘beyond the classroom’ learning contexts. In such contexts, learners have to regulate their own motivation to a great extent. They can do this by setting goals and monitoring their progress in attaining those goals. They can also maintain their motivation by finding what interests them and by developing that interest. Some studies have shown how autonomous learners use interest as well as goals to regulate and sustain their motivation (McLoughlin & Mynard, 2015, 2018; Mynard & McLoughlin, 2016). This chapter examines how a focus on interest helps learners become more effective at regulating their motivation, as well as how interest development can play an important part in creating more autonomous learners.

scholarly journals Age Invariance in Implicit Bias: Alternative Perspectives and Their Implications for the Development of Implicit Cognition

2020 ◽  
Vol 38 (Supplement) ◽  
pp. s135-s153
Author(s):  
Juliane Degner ◽  
Jimmy Calanchini
Keyword(s):  
Social Cognition ◽  
Implicit Bias ◽  
Age Groups ◽  
Implicit Cognition ◽  
Developmental Perspective ◽  
Theoretical Interpretation ◽  
Implicit Biases ◽  
Past Experiences ◽  
Over Time ◽  
Early Socialization

Current theories of social cognition assume that implicit bias is influenced by early socialization experiences. To the extent that implicit biases reflect traces of past experiences, they should form slowly over time and grow with repeated experience. However, most research examining implicit bias in children indicates that levels of bias do not vary across age groups (i.e., age invariance). This article reviews the dominant theoretical interpretation of age invariance in implicit bias and considers alternative interpretations for these findings in light of several methodological and theoretical limitations. Specifically, the available evidence cannot distinguish between the effects of cohort versus development, category versus exemplar, attitude activation versus application, ingroup versus outgroup evaluation, or attitude-versus control-oriented processes. When considered from a developmental perspective, these issues suggest plausible alternative interpretations of age invariance, with important implications for understanding the mechanisms underlying the formation of implicit cognition and theories of implicit cognition.

Psychopathology as an outcome of development

1997 ◽  
Vol 9 (2) ◽  
pp. 251-268 ◽  
Author(s):  
L. ALAN SROUFE
Keyword(s):  
Protective Factors ◽  
Research Agenda ◽  
Risk And Protective Factors ◽  
Developmental Perspective ◽  
Research Questions ◽  
The Individual ◽  
Over Time

When maladaptation is viewed as development rather than as disease, a transformed understanding results and a fundamentally different research agenda emerges. Within a developmental perspective, maladaptation is viewed as evolving through the successive adaptations of persons in their environments. It is not something a person “has” or an ineluctable expression of an endogenous pathogen. It is the complex result of a myriad of risk and protective factors operating over time. Key research questions within this framework center on discovery of factors that place individuals on pathways probabilistically leading to later disturbances and factors and processes which maintain individuals on, or deflect them from, such pathways once enjoined. There is an interest in recognizing patterns of maladaptation which, while not properly considered disorder themselves, commonly are precursors of disorder and also in conditions of risk that lie outside of the individual, as well as any endogenous influences. Likewise, there is a focus on factors and processes that lead individuals away from disorder that has emerged, which goes beyond interest in management of symptoms. Finally, many topics that currently are capturing attention in the field, such as “comorbidity” and “resilience,” are seen in new ways from within the perspective of development.

scholarly journals Impacts of Zero Punishment on Student’s Behavior and Classroom Learning at Government Primary Schools

2020 ◽  
Vol 2 (3) ◽  
pp. 427-438
Author(s):  
Swera Latif ◽  
Md. Ramizul Islam ◽  
Sana Saeed
Keyword(s):  
Primary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Target Population ◽  
Physical Punishment ◽  
Classroom Learning ◽  
Negative Effects ◽  
Primary School Teachers ◽  
Classroom Activities ◽  
Online Sampling

The aim of this study is to identify the impacts of zero punishment on student’s behaviour and classroom learning at government primary schools. This study was conducted at city Faisalabad of Pakistan. The target population was primary school teachers in the city. The sample of 106 was selected by using online sampling calculator www.surveysystem.com with confidence level 95% and interval level 8. By applying the simple random sampling technique the data were collected from the respondents through a well-developed questionnaire. The Statistical Package for Social Sciences (SPSS) was used to analyses the collected data and results were discussed for the findings. The study findings reveal that zero punishment have good positive impacts on student’s behaviour and classroom learning. The result is also observed that physical punishment has negative effects on the students like as they may stop from school or may fall in depression, fear and hatred. Zero punishment treats to encourage to learning and behave polite each other in the school. So teachers should ask pupils questions with politeness in the classroom to improve student learning and should be cooperative for student. Students should be motivated to participate in classroom activities with caringly. Teachers were expected to be lenient and not intimidate students into corporal punishment.

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