Curriculum Models from Educational Theory

Mapping Intimacies ◽

10.1093/oso/9780197558690.003.0005 ◽

2021 ◽

pp. 117-136

Author(s):

Thomas A. Regelski

Keyword(s):

Educational Theory ◽

Music Educators ◽

Learning By Doing ◽

Status Quo ◽

Western Civilization ◽

The Status ◽

Basic Studies ◽

Traditional Approaches ◽

Class Divisions ◽

Default Setting

This chapter presents a range of models from educational theory. Some are thoughtless habits that protect the status quo of practices for transmission of past knowledge, while others are more productive of transformation of schools, students, and society. First discussed is basic studies/essentialism, the dysfunctional default setting of many schools and educators. Especially problematic for music educators is perennialism, a commitment to the supposed “Great Works” and “great ideas” of Western civilization. More helpfully, progressivism is then addressed as based in Dewey’s pragmatic theory of “learning by doing.” Finally, reconstructionism and critical theory share an emphasis on overcoming social status quo class divisions that the traditional approaches to schooling were transmitting.

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Improving the Utility of Non-Significant Results for Educational Research

10.31234/osf.io/j93a2 ◽

2020 ◽

Author(s):

Peter Adriaan Edelsbrunner ◽

Christian Thurn

Keyword(s):

Educational Research ◽

Educational Theory ◽

Status Quo ◽

Competence Model ◽

P Values ◽

Research And Teaching ◽

Reliable Evidence ◽

The Status ◽

Current Practices

Non-significant results have the potential to further our understanding of what does not work in education, and why. We make three contributions to harness this potential and to improve the usage and interpretation of non-significant results. To evaluate current practices, we conduct a review of misinterpretations of non-significant p-values in recent educational research. The review indicates that over 90% of non-significant results are erroneously interpreted as indicating the absence of an effect, or a difference compared to a significant effect. Researchers sometimes link these misinterpretations with potentially erroneous conclusions for educational theory, practice, or policy. To improve the status quo and make non-significant results more informative, we provide a detailed framework based on which researchers can design, conduct, and analyze studies that yield reliable evidence regarding the actual absence of an effect. In addition, we provide a competence model that researchers can use to guide their own research and teaching.

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Default neglect in attempts at social influence

Proceedings of the National Academy of Sciences ◽

10.1073/pnas.1712757114 ◽

2017 ◽

Vol 114 (52) ◽

pp. 13643-13648 ◽

Cited By ~ 12

Author(s):

Julian J. Zlatev ◽

David P. Daniels ◽

Hajin Kim ◽

Margaret A. Neale

Keyword(s):

Decision Making ◽

Medical Students ◽

Social Influence ◽

Status Quo ◽

Evidence Based ◽

Policy Relevance ◽

Evidence Based Policy ◽

Theoretical Predictions ◽

The Status ◽

Default Setting

Current theories suggest that people understand how to exploit common biases to influence others. However, these predictions have received little empirical attention. We consider a widely studied bias with special policy relevance: the default effect, which is the tendency to choose whichever option is the status quo. We asked participants (including managers, law/business/medical students, and US adults) to nudge others toward selecting a target option by choosing whether to present that target option as the default. In contrast to theoretical predictions, we find that people often fail to understand and/or use defaults to influence others, i.e., they show “default neglect.” First, in one-shot default-setting games, we find that only 50.8% of participants set the target option as the default across 11 samples (n = 2,844), consistent with people not systematically using defaults at all. Second, when participants have multiple opportunities for experience and feedback, they still do not systematically use defaults. Third, we investigate beliefs related to the default effect. People seem to anticipate some mechanisms that drive default effects, yet most people do not believe in the default effect on average, even in cases where they do use defaults. We discuss implications of default neglect for decision making, social influence, and evidence-based policy.

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Music Educators’ Understanding and Opinions of U.S. Copyright Law

Update Applications of Research in Music Education ◽

10.1177/8755123318801064 ◽

2018 ◽

Vol 37 (3) ◽

pp. 20-27 ◽

Cited By ~ 2

Author(s):

John Okley Egger ◽

D. Gregory Springer

Keyword(s):

Professional Development ◽

Music Teachers ◽

Music Educators ◽

Status Quo ◽

Content Area ◽

Free Response ◽

Web Based ◽

The Status ◽

Service Music

The purpose of this study was to examine music educators’ understanding and opinions of U.S. copyright law. In-service music educators ( N = 50) completed a web-based questionnaire designed to assess their attitudes toward, knowledge of, and preparation/training for understanding copyright law. Respondents reported generally favorable attitudes toward copyright law. Results also indicated that respondents had a limited understanding of certain aspects of copyright law. These in-service music teachers reported that their undergraduate preparation did not prepare them well to understand copyright law, and the majority (64%) indicated completing zero undergraduate courses that included copyright law as a content area and few professional development sessions focused on understanding copyright law. Analysis of respondents’ answers to a free-response question indicated the following themes: (a) rationalizing unethical/illegal behaviors, (b) criticizing the status quo, and (c) expressing a desire for more information about copyright.

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